L 203 

C5 fl2 
I Copy 1 



RECEiiVc.D 

^m 4 1899 




Chattanooga 

Public Schools 
1891=2=3 



REPORT 



OF THE 




0ai[d-t^0f-s-jduGati©n 



City of Chattanooga, 



Tennessee, 



1891-'92-'93 



I 



) OHATTANOOOA ( 

< ^TIME3 BOOK & JOB OFFICE,"^ 

) ADOLHH B. OCHB, Pnoc. ( 



1 . 

U. S. Dept .Lab :>- . 
25 0. ^ 00. 



School Directory. 



Assembly Rooms of the Board of Education, 

Corner Georf^ia Avenue and Market Square, (fourth floor). 
Rej,'ular Meetings of Board, the first Monday night in each month. 



Office of Superintendent and Secretary, 

Corner Georgia Avenue and Market Square, (third floor). 



OFFicii Hours of Siji'ERintbndent— 8 a. m. to lO a. m.; Saturdays, 3 
to 4 p. m. 

School Begins- First Monday in September. 

Annual Term — Thirty-six weeks. Tlie first term consists of sixteen 
weeks, the second term of twenty weeks. 

Vacations and Holidays — Thanksgiving Day; May 1st, and the days 
beginning with December 25th and continuing until the first Monday 
after January 1st. 

Daily Sessions— First and Second Grades, 9 to 11:4? a. m., and from 
1 to 2:45 p. m.; all other grades and High School 9 a. m. to 12 m., 
and from 1 to ] p. m. 

PRiNCif'ALS' Meetings— Every Friday night at the Superintendent's 
Office. 

Teachers' Normal Class— Saturday, 9 a. m. to 12 m. 

District Teacher's Meetings— Each Monday, 3 p. m. 



ANNUAL RKPOKT OF THE 



Board of Education, 

1893. 



Officers of the Board. 



J. B. NICK LIN, President. 
J. C. GREEN, Vice-President. 

B. S. WERT, Treasnrer. 
A. T. BARRP:TT. Secretary. 

Members. 

Ratidciirr. Ti'im iwptrrx 

f.Io.s. Wassman Ill East Sixth Street ■. 1894 

First "Ward < 

[D. J.O'Connell 319 Walnut Street 1893 

, „, , ( S. C. Pvott 501 Cedar Street 1894 

Second Ward.. -^ 

[J. B. Nicklin .516 Poplar Street 1893 

r.,, • , ,xr , f Chas. Quentel 207 Fannin Street; 1894 

Ihird Ward ..A 

[F. E. Tyler 404 Gfllespie Street 1893 

r Edward A. Aull 625 West Sixth Street 1894 

Fourth Ward } II. S. Chainberlain" 327 East Terrace Street 1893 

[E.Gill 10 Park Drive 1893 

^.-. ,,. , f R. L. Westcott 30 Miichell Avenue 1894 

Fitth Ward...-^ 

(J. C.Green 52 Reed Avenue 1893 

i.Jno. Crinimins 212 Gilmer Street 1 S94 
J. J. Brown 118 Gilmer Street 1893 

. ,„ r Theodore Richmond 657 McCallie -Avenue 1894 

Seventh Ward \ 

[ B. S. Wert 1028 Tenth Street , 1893 

^. . , ,,. , fj. J.Riordan 1135 Whiteside Street 1894 

Eighth Ward.. \ 

[J. J. McClaskey 1044 Long I Street 1893 

Commission 'rs f^V. R. Wilson 229 East Terrace Street 1894 

at 



Large. [Jos. E.Smith 304 Gilmer Street 1804 

Ex-Officio f Garnett Andrews, Mayor. 

Members j^ y_ q_ Peeples, Chairman Committee on Schools, 

Board of Mayor and Aldermen. 



Mr. Chamberlain resigucd iu Pobruary, 1893, and Mr. Gill was elected to fill the vacancy. 



CHATTANOOGA PUBLIC SCHOOLS. 



STANDING COMMITTEES 

FOR 

1893. 



Finance and Claims — D. J. O'Coniiell, Chas. Qiientel, Jno. Crimmiiis. 

Buildings and Supplies — R. L. Westeott, Jos. Wassman, S. C. Pyott, W. E. Wilson. 

Teachers and Salaries — B. S. Wert, J. C. Green, T. Richmond. 

Text Books and Coxirse of Siudy — E. A. AuU, F. E, Tyler, Jos. E. Smith, J. J. 
Riordan. 

Rules and Slatislics — Jos. Wassman, J. J. Brown, T. Richmond. 

Manual Training — J. J. McCIaskey, Chas. Quentel, D. J. O'Connell, W. R. 
Wilson. 

Discipline — S. C. Pyott, J. J. Brown, H. 8. Chamberlain. 



VISITING COMMITTEES 

Firsf District— J. C. Green, J. J. Riordan, S. C. Pyott. 
Second Dislrict^-T. Richmond, B. S. Wert, Chas. (^nentel. 
Third District— J. J. Brown, E. A. Aull, W. R. Wilson. 
Gilmer Street School — Jos. Smith, Jno. Crimmins, J. J. McCIaskey. 
Montgomery Arenue School — F. E. Tyler, Jos. Smith, R. L. Westcott, H. S. 
Chamberlain. 



BOARD OF EXAMINERS 

FOR 1891. 



H. D. WYATT, Superintendent. 
C. P. GOREE, Rev. J. W. BACHMAN, 

Prof. A. T. BARRETT, Dr. G. A. BAXTER. 

FOR 1892. 

I-I. D. WYATT, Superintendent. 
Prof. A. T. BARRETT, Rev. J. W. BACHMAN, 

Prof. WILFORD CAULKINS, Prof. W. E. WEATHER LY. 

FOR 1893. 

A. T. BARRETT, Superintendent. 
Rev. J. W. BACHMAN, Prof. WILFORD CAULKINS, 

Prof. B. F. HICKMAN, EDWARD A. AULL. 



ANNUAL REPORT OF THE 



Board of Education, 

1892. 



Officers of the Board. 



II. S. CHAMBERLAIN, PivsicUnt. 

1. NO A, Vice-l'residcnt. 

,J. P.. NICKLIN, Treasiiier. 

H. D. \VY.\TT, Sei-retaiy.- 

A. T. BAKUF/IT, Secietary. 

Members. 
First Ward 1). .1. O'Coiincll, I. Noa. 
Second Ward- J. B. Nicklin, .1. (1. llru-'K". 
Tliird Ward -F. K. Tyler, Cllias. (iiientel. 
Fourth Ward— II. S. Ciiainheriain, E. A. Aiill. 
Fil'lli VVard~J. V. (Ireeu, (ieo. F. I)riind>ar. 
Sixth Ward -J. J. Brown, R. B. Iliilas. 
Seventii Ward— B. S. Wert, Jos. F. Smitli. 
Fi^hth Ward ( '. II. I lolland, .J. T. Mc(nasl<ey. 

(lARNETT Andhkws, Mayor. 

Jn(i. HAciirKi,, Chairman Coii\niille on Schools, 

I'.oard of Mayor and Aldcinu'n. 



H. I). WyiUt rcsieiu'il in July iiml A. T. Biirrctt waselocloii to lill tlic vacancy. 



CHATTANOOGA PUBLIC SCHOOLS. 



Board of Education, 

1891. 



Officers of the Board. 



H. S. CH7\MB?:RLA1N, president. 

I. iNOA, Vice- President. 

J. B. NICK LIN, Treasurer. 

H. I). WYATT, Secretary. 

Members. 
First Ward-S. 15. Moe, 1. Noa. 
.Second Ward — J. B. Nicklin, J. (}. Ileggie. 
Third Ward— F. E. Tyler, Clias. (^>uentel. 
Fourth Ward — H. S. Chamherlain, Edward A. ,\iill. 
Vihh Ward— C. C. Wells, G. K Druni))ar. 
Sixth Ward— M. .J. O'Brien, R. B. Iliilas. 
Seventh Ward— J. L. McCollnin, .los. E. Smith. 
Eightli Ward— J. T. Mc(;la.skey, A. K. Thomas. 

I. B. Merkiam, Mayor. 

.Tno. Baciitki,, Cliairman Committee on Schools, 

Bo:ird of Mayor and Aldermen. 



8 



ANNUAL REPORT OP TIIK 



Names of School Commissioners who Served Prior 

TO 1890. 



S. I',. MOK, 

A. M. JOHNSON, 

.1. II. WAl'.NKK, 

K. M. TANKKSi.KY, 

1). J. DUKKY, 

X. WIIKKI.KK, 

K. II. I'Iik;]-:, 

.lAMKS KOLMNS, 
(i. M. 1). 1 1 MAUI), 
TOMLINSON KORT, 
V. ('. WILSON, 
,1. I'. WILKINSON, 
L. I). WLSTOOTT, 
JOHN THOMPSON, 
K. MOliUlSON, 
(1. W. KOOK, 
J. F. WRKillT, 
(!. II. DWAi, 
V. K. TYLIsK, 
I). (I IIOWKLL, 
L. r. 1)1 1 KAN DO, 
I 'AT OAKY IN, 
.1. T. HILL, 
W. ('. HOl)(H':, 
J. (i. 1!AWL1N(;S, 

M. II. (;lii<t, 

TIIKO. RICHMOND, 
(i. W. DKAKK, 
(!. I». (iOKLK, 
I>. K. ALHKKT, 
C. H. I'KAHODY, 
lIKNIiY SCHWAUTZ. 
JOHN STIVKKS, 
JOHN B. NK'KLIN, 

ALLKN ni(;ki<:kson, 

ADOLIMI H. OCHS, 
K. M. WIOHT, 
IL (!LAY lOVANS, 
J. K. LOOM IS, 
WILLAIil) ABBOTT, 
W. D. \'AN DYKK, 
T. A. IHIKT, 



K. R. MUKIMIY, 
J. H. VAN DLMAN, 
J. K. IIAKUIS, 
OKO. 10. DKLMI'.AU, 
W. C. I'AYNK, 
J. B. NOUKIS, 
TEMPLE CUTLEIi, 
J. W. ADAMS, 
I). T. (;LIIMMN(}EK, 
L. M. OLA UK, 
T. W. NEWMAN, 
H. I'\ (HHSOOM, 
J. E. SHI UP, 
NEWELL SANDIOUS, 
1 1. F. TEMPLE, 
<i. II. JAUNA(HN, 
J NO. A. llAUT, 
('. 0. IIOWAUD, 
W. (i. OIOHMIO, 
W. J. OOLHLUN, 
I). C. McMILLIN, 
J. S. BELL, 
JOHN BACirrEL, 

liiuiii winTEsiDi<;, 

JULIUS OCHS, 

J. S. POKTIOU, 

H. S. CHAMBEULAIN, 

J. E. SMITH, 

I). (L CUUTIS, 

SETH POWELL, 

A. (}. SIIAUP, 

J. T. ARNOLD. 

(1. D. OLDEN, 

J. L. McCOLLLM, 

E. A. AULL, 

C. C. WELLS, 

M. J. O'BUIEN, 

R. P.. HILLAS, 

A. U. THOMAS, 

J NO. A. IIAUT, 

1. NOA. 



CHATTANOOGA PUBLIC SCHOOLS. 



TEACHERS FOR YEAR ENDING MAY, 1893. 



FIRST DISTRICT. 

Corner McC'fdlie Avenue and JJ</ii</I(m Street. 

B. F. HICKMAN, Principal. 

W. I). L. KOHlilXS, Vice I'riixiijal. 

Miss D. A. ^^IJKiGLE, Te.u-l.er. 

" F I. 1>>EL\A)\\'H, 

" F. M. DA UK, 

" LLCY IIOLTZCr.AW, 

" T. M. HAYES, 

" JL'LIA WILLIAMS, " 

" CLAKA WOOD, 
Mrs. A. .1. IIAFwMON, 
Miss BELLE WESSON, 

" M. L. LOWE, 
« " ELLA STIVEKS, 

" NELLII-: WEEK, 

" MAY M<I)EKMOTT, 

" ELIZA BIOTII .JOHNSON, " 

" (iEKTKtlDE liAKK, 
Mrs. ALICE .JOHNSON. 
Miss FLOI'lENCE I'EAI50I)Y, SiijuTiiiiiuaiy. 



HIGH SCHOOL. 

(Jirrner ( lilli'tfjiie and Kdrlij SireeU. 

I'rof. Wn.I-'OKD CAL'LKINS, Piincipiil. 

" .J. ]>. (;OKTNEK, Vi(-e IVincij)al. 

Missfi. A. WAfJNEJi, Teacher. 

" C. E. (JAKKENTEIi, 



SECOND DISTRICT. 
WILK(>Ji[) CACLKINS, Principal. 
J. L. COKTNEK, Vice Princi|)al. 
MissC. E. ]'>KAI)IN(i, Teacher. 

Mrs. C. C. L UK ENS, 
Miss FLOKA CAKPENTEK, " 

" KATE (iKEC(i, 

" M. E. COPE, 

" A. E. FULLEK, 
Mrs. Z. C. FOJiD, 
MissMAOOIE ANDREWS, 

" E. L. IMCKINSON, " 

Mrs. Y.. M. HLNTER, 
Miss BUKDELLE LINDSEY, " 
" Tunglil jiarv of the year. 



10 



ANNUAL REPORT OP THE 



Miss HELEN GAMBEE, Teacher. 
" GEACE PEAKE, 
" NELLIE COOKE, Supernumerary. 



THIRD DISTRICT. 

PIEKCE LEAVITT, Principal. 

D. A. GRAVES, Vice Principal. 

Mrs. A. C. WESSON, Teacher. 

Miss S. E. BKOWN, 

" J. M. TUCKER, 

" NELLIE G. BEHM, 

" M. B. BELLOWS, 

" FLORENCE HERNDON, " 

" LILLABELLE DODGE, " 

" E. BELLE COOPER, 

" EANNIE V. PONS, 
Mrs. M. L. RHOADES, 
Miss AGNES McINTYRE, 
Mrs. MINNIE WEBB, " 

Miss MOLLIE IMITCHELL, Supernumerary. 



GILMER STREET. 
(ribner Street. 

J. A. HENRY, Principal. 

J. F. JACKSON, Vice Principal. 
Miss M. R. JACKSON, Teacher. 

" F. N. DAY, 

" E. V. ALEXANDER, 

" A. C. TAYLOR, ■ 

" A. M. BRADFORD, 
Mr. R. C. HAWKINS, 
Miss E. C. LAPSLEY, 

" LIILA HENDERSON, 

" BELLE WASHINGTON, " 
Mrs. ADA La PRADE, 
Miss M. L. LIVINGSTON, 

" MARY C. GUESS, " 

" LILLIAN WICKLIFFE, '' 

" GEORCHA SEWELL, Supernumerary. 



MONTGOMERY AVENUE. 
Montcjomery Avenue. 
W. H. SINGLETON, Principal. 
Y. M. KENNEDY, Vice Principal. 
Miss IDA BANNISTER, Teacher. 
" L. M. CARSON, 
" CARRIE BANNISTER " 
Mrs. T. P. P. GILMORE, 



■ Taught part of the year. 



CHATTANOOGA PUBLIC SCHOOLS. 1 1 

Mr. H. B. LEWIS, Teacher. 

" JNO. C. WALLACE. 
MissC. L. COLEMAN, 
Mrs. ELLA FRALIX, " 

Miss LIZZIE WASHINGTON, " 

" EPSIE EEDDING, 

" A. E. DUEKOH, 
Mrs. A. B. JACKSON, " 

Miss MARY HARRIS, 

" S. L. GRANT, " 

" CARRIE SMITH, 

" C. M. PUGH, 

" LOUISE MORFORD, Supernumerary. 



MANUAL TRAINING. 

W. E. WEATHERLY, Principal. 

Miss MAGGIE BACHMAN, Assistant Teacher. 



DEPARTMENT SUPERVISORS. 
Mrt^K— G. L. ROBERTSON. 
Drawing— Miss LENORE DOSTER. 



TEACHERS FOR YEAR ENDING MAY, 1892. 



FIRST DISTRICT. 

Corner McCallie Avenue and Douylas Sireef. 

Mrs. C. C. LUKENS, Principal. 
Miss D. A. QUIGGLE, Teacher. 

" F. I. BELLOWS, 
" F. M. BARR, " 

« " M. L. LOWE, 
«• " CLARA WOOD, " 

" LUCY HOLTZCLAW, 
" T. M. HAYES, " 

" JULIA WILLIAMS, 
Mrs. A. J. HARMON, 
Miss BELLE W^ESSON, " 

" ELLA STIVERS, 
" NELLIE WEER, 
. " EMMA PUTNAM, " 

" MAY McDERMOTT, " 

" ELIZABETH JOHNSON, " 
«- " ROSA BORDEN, 

* " SADIE EWING, 

« " FANNIE G. HUNTER, Supernumerary. 

* " MINNIE WEBB, Supernumerary. 
* Taught part of the year. 



12 ' ANNUAL UKi'oirr OK tub: 



HIGH SCHOOL. 

Corner of Kurly ami (iUlf'>>pir Slreeli^. 
Mr. A. T. l^ARRETT, riincipal. 
MissU. A. WA(}NKK, Assistiml. 
" C. K. (JAUrKNTKU, Assistant. 



SECOND DISTRICT. 

Mr. A.T. BARRKIT, Principal. 
MissC. K. RRADlN(i, Assistant. 
" A. H. TRIMBIJO, Toiu-lier 

» " N. S. (JILL, 

•' FLORA CARl'KNT]<:i{, 
" KATE (iUFJK;, 
" M. E. CIOI'E, " 

" A(JNES PUTNAM, 
- " NKLLIE WRKHIT, 
i\hs. Z. (1 FORI), " 

MissMACiOFE ANDRFWS, " 

" K. L. DICKINSON, " 

" IIKLEN OAMP.FE, " 

»Mrs. A. ('. OOHNKLISON, 

* " E. M lirNTlOK, " 
*MisK BITRDELLF LINDSKY, " 

» " (iRA(;E PIOAKE, Su|.c'rnnincrary, 

* " (JERTKUDE HARK, 



THIRD DISTRICT. 

\\'illl(tiiis Slnrrl. 

-Mr. V. W. LEAVITT, Principal. 
- " PIKKCE LKAVITT, " 

Mrs. A. O. VVKSSON, Teacher. 

MissS. L. HKOWN, " 

<■ :: A. E. KULLEU, 
" M. R RELLOWS, 
" .lENNlE M. TUCKER, 
" NELLIK (i. i'.KIlM, 
" KLOKKNCE 11I<:HN1)0N, " 
" LI LLA BELLE DOlKil':, " 
" E. P.KLLK COOPER, " 

" ACNES MclNTYRE, 

Mrs. M. L. IMIOADKS, 

Miss MOLLIL MITCHELL, Snpcrnmncrary. 



GILMER STREET SCHOOL. 

(liimcr S/nrl. 
Mr. .1. A. HENRY, Principal. 
Mrs. M. 11. WILLIS, Tcaclicr. 

*TiniKli( part or (lie year. 



CHATTANOOGA Pt^BLIO SCHOOLS. 1 3 

^Miss M. B. CHILD, Teacher. 

" A. M. BRADFOKI), 
Mrs. J. A. HENRY, " 

Mr. B. C. PIAWKINS, 
Miss E. V. ALEXANDER, 

•' LULA HENDERSON, 

" BELLE WASHINGTON, " 

" AZARINE TAYLOR, 

" E. C. LAPSLEY, 
Mrs. ADA LaPRADE, 
Miss ELLA DAUGHERTY, 
- " F. N. DAY, 

" L. M. WICKLTFFE, Siiperniinierary. 



MONTGOMERY AVENUE SCHOOL. 

Montijoiiiery A len ur. 

Mr. W. H. SINGLETON, Principal. 
Mrs. T. P. P. GILMORE, Teacher. 
Miss IDA BANNISTER, " 

" L. M. CARSON, " 

" CARRIE BANNISTER, " 
Mr. LI. B. LEWIS, 
Miss M. L. SIMINGTON, 
Mrs. A. B. JACKSON, 
Miss LIZZIE WASHINGTON, " 

" EPSIE REDDINC;, 

" A. E. DURROH, 

" ELLA CONNER, 

" C. L. COLEMAN, 
Mr. JNO. C. WALLACE, 

" T. M. KENNEDY, 
Miss MARY HARRIS, Supernumerary. 



MANUAL TRAINING SCHOOL. 

Ninth Street. 
Mr. W. E. WEATHERLY. Principal. 

" C. H. WESTCOTT, Teacher. 
Miss MAGGIE BACHMAN, " 

" ERNE NOA, 



SPECIAL TEACHERS. 
Miss M. A. HOWARD, Teacher of Drawing. 
Mrs. L. DEMBINSKI, " " German. 

*Mr. JNO. HEINEMAN, " " Music. 
«■ " G. L. ROBERTSON, " 
• Taught part of the year. 



14 ' ANNUAL REPORT OF THE 



TEACHERS FOR YEAR ENDING MAY, 1891, 



FIRST DISTRICT. 

Corner McCallie Arenue and Douglas Sircel. 
Mr. W. H. LANCASTER, Principal. 
Miss D. A. QUIGGLE, Teacher. 
Mrs. M. S. BROWN, 
*Miss EMMA BUSHNELL, 

" F. I. BELLOWS, 

'• ELLA STIVERS, 

" F. M. BARR, 

" M. L. LOWE, 

" CLARA WOOD, 

" LUCY HOLTZCLAW, " 

" EMMA PUTNAM 

" T. M. HAYES, 

" CARRIE H. STAPP, 

" JULIA A. WILLIAMS, " . 
Mrs. A. J. HARMON, 
Miss NELLIE WEER,' " 

" HELEN McCLURE, 
» " L. M. ROSENCRANCE, " 
Miss ELIZABETH JOHNSON, Supernumerary. 



HIGH SCHOOL. 

('(irnrr of Early and Uillexple Streets. 
Mr. A. T. BARRETT, Principal. 
Miss G. A. WAGNER, Assistant. 
" CLARA E. CARPENTER, Assistant. 



SECOND DISTRICT. 

Mr. A. T. BARRETT, Principal. 
Miss C. E. BRADING, Teacher. 

" IDA M. KIRK, 
" MARY E. BAILEY, 
" A. H. TRIMBLE, ". 

" N. S. GILL, 

'• FLORA CARPENTER, " 
" KATE GRE(4G, 
" M. E. COPE,- 
" NELLIE WRIGHT, 
Mrs. ZORAH C. FORD, 
Miss EMMA L. DICKINSON, " 
Taught part of the year. 



CHATTANOOGA PUBLIC SCHOOLS. 1 ^ 

^Miss MAGGIE ANDREWS, Teacher. 

" AGNES PUTNAM, 
■•■ '•' AGNES McINTYRE, Supernumerary. 



THIRD DISTRICT. 

Willi((mi< Street. 
V. W. LEAVITT, Principal. 
Mrs. A. C. WESSON, Teacher. 

Miss S. E. BROWN, " 

" M. B. BELLOWS, 
" A. E. FULLER, " 

^ " LAURA STOERMER, 
" JENNIE M. TUCKER, " 
" NELLIE G. BEHM, 
" LILLABELLE DODGE, " 
" FLORENCE HERN DON, " 
" E. BELLE COOPER, 
" FANNY V. PONS, 
" HELEN GAMBLE, Supernumerary. 
'=■ " BELLE STEWART, 
^Mrs. M. L. RH0ADP:S, 



GILMER STREET, AND HOWARD SCHOOLS. 

Oibner Street. 
Mr. 3. A. HENRY, Principal. 
Miss M. B. CHILD, Teacher. 

Mr. B. C. HAWKINS, 

* " W. F. JACKSON, " 
" A. M. BRADFORD, " 

Miss BELLE G. WASHINGTON, " 
" E. V. ALEXANDER, 
" LULA HENDERSON, " 

" OZARINE TAYLOR, " 

" E. C. LAPSLEY, 
•' VIOLA B. SCOTT, " 

Mrs. J. A. HENRY, " 

" ADA LaPRADI:, " 

Miss M. B. JACKSON, 
»Mrs. M. H. WILLIS, 
*Miss C. L. COLEMAN, Supernumerary. 

* " ELLA DAUGHERTY, " 



MONTGOMERY AVENUE SCHOOL 

JSlontgomery Avenue. 
Mr. W. H. SINGLETON, Principal. 
^Mr. W. H. HASTIE, Teacher. 

Miss T. P. P. GRANT, " 



■ Taiiglit part of the year. 



16 ANNUAL REPORT OP THE 



Mr. H. B. LP:WIS, Teacher. 

Miss M. L. LIVINGSTON, 

" lizzip: wasiijncton," 

" EPSIE REDDINd, 
Mrs. A. P>. JACKSON, 
Miss IDA L. BANNISTER, " 
" ADDIE E. DURROH, " 
" L. M. CARSON, 
" ELLA CONNER, 
Mr. L. II. NEIL, 

'' " JNO. C. WALLACE, Siipermimerary. 
sMiss IIATTIE STREATER, Si.ponni.iaMary. 



SPECIAL TEACHERS. 

Mr. W. II. S1N(;LET0N, I'riiicipal. 

Miss A. A. LYEORD, Teacher of Drawing. 

Mr. S. LIBS(_;iIITTZ, Teaclier of (Jeriuan. 

Mr. S. II. WRIGHT, Teacher of Music. 

■'Taught part of the year. 




Ion. -John B. Nicklin, 

President Board of Elduofition. 



CHATTAKOOGA PUBLIC SCHOOLS. 1 7 



PRESIDENT'S REPORT. 



To the Board of Mayor atid Aldermen, Chattanooga, Tenn.: 

Gentlemen : — The accompanying report of the Superintendent 
of City Schools will give you full information regarding the 
condition and progress of the Public Schools during the past 
three years. 

There have been some changes during this time. A few 
changes have been made in text books, and this without expense 
to the pupil or patron, but of great benefit to our schools. 

Prof A. T. Barrett, who for a number of years was principal 
of the High School, has been promoted and is now our superin- 
tendent. Our schools have rapidly pushed to the front under his 
guidance and I am sure that in the future we will rank among the 
first in the state. Prof Barrett has instilled new life and interest 
into our school system, and in fact principal, teacher and scholar 
all work harmoniously together for the success of our schools. 

The buildings we now have afford ample accommodation for 
the higher grades in every district. It is in the lower grades that 
our rooms are often crowded. The fact that there may be a few 
vacant seats in our upper grades offers no relief for the smaller 
children. Buildings of moderate size, suitably equipped for the 
accommodation of the primary grades, and properly located in the 
outlying portions of the city, is the only solution of the problem 
which has for two or three years presented itself. 

Many of our teachers have been required to instruct too 
many pupils. In short, the number of children in the lower 
grades demands more teachers than we have given them. To place 
a great many pupils with one teacher may be economy from a 
financial point of view, but is certainly not the way to secure good 
results. 

Since our last report, the two elegant school buildings, for 
which you made generous provision, have been completed and oc- 
cupied. They are known as the Second and Third District Schools. 
They are the pride of ever>" citizen of Chattanooga, and now stand 
as a monument to your wisdom in providing for the school child- 
ren of our city. 



18 



ANNUAL KEPORT OF THE 



For several years the attention of the School Board has been 
called to the need of a separate building for the High School. 
For the last three years the growth has been rapid, and during the 
year just closed the unprecedented increase of nearly thirty per 
cent, was made. It is fast becoming apparent that at some cen- 
tral point a High School building must be erected. In all cities, 
the building for the High School contains special appointments, 
demanded by the advanced studies pursued in that school — labora- 
tories furnished with apparatus, etc. The present location of our 
High School (a portion of the third story of the Second District 
building) not only affords insufficient space, but prevents the fur- 
nishing of the necessary appliances. 

There is no disguising the fact that, with as little delay as 
possible, the city should build a commodious and well equipped 
building for the High School, which has deservedly taken rank 
with the very best schools. 

In conclusion, let me commend to you the importance of your 
public schools. Let no interest connected with the city out-weigh 
the enthusiasm and love we should feel for the education of our 
children. 

Respectfully submitted. 

J. B. NICKLIN, 
President Board of Education. 



CHATTANOOGA PUBLIC SCHOOLS. 1 9 

ANNUAL REPORT 

OF THE 

SUPERINTENDENT OF CITY SCHOOLS. 



Office of the Superintendent, \ 

Chattanooga, July ist, 1893. j 

To the Board of Education of the City of Chattanooga: 

Gentlemen : — In compliance with your regulations, I herewith 
submit the annual report of the condition and progress of the 
Public Schools for the year ending June 30th, 1893. 

As no annual report has been published since 1890, I have 
included in this report such statistics and information relating to 
the two years preceding the one just closed, as were found on file 
in the Superintendent's office. 

I am confident that one, familiar with the facts of their admin- 
istration, could say much regarding the two years above referred 
to, that would reflect great credit upon all who were officially con- 
nected with the conduct of school affairs. I am sure the gener- 
ous action of the City Council in providing for the new and ele- 
gant school buildings, the loyal devotion of the Commissioners to 
the school interests of the city, and the patient and faithful efforts 
of my worthy predecessor, H. D. Wyatt, justly claim grateful 
recognition frc^ni the people of Chattanooga. 

An examination of the tables giving the scholastic census of 
Chattanooga for the past eight years, will show that the number of 
children from six to twenty-one years of age was less in July, 1892, 
than in July, 1891. The logical inference from this was that the 
enrollment in the schools for i892-'93 would be less than that of 
the previous year. It will be noticed however, that our enroll- 
ment for the last year, exceeds that of former years in every dis- 
trict ; notably so in the High School. The scholastic census 
which has just been finished, shows a still greater decrease in the 
number of children of school age within the city limits. What 
effect this will have upon the attendance for the coming year can- 
not be affirmed with absolute certainty, but granting that the re- 



20 ANNUAL RKI'OltT OF TlIK 

suits of the census are accurate, a loss of 25 per cent, in the 
scholastic census must necessarily diminish the enrollment in the 
city schools. 

It appears that the number of children in the city, of school 
age, was greater in 1887, and for every year since, than in 1893. 
This fact, if it is a fact, is a notable one, and is mentioned in this 
connection to account for the prospective falling off in the attend- 
ance during the coming year. You will permit me however, to 
express it as my opinion, that the results of the census are inaccu- 
rate, and for the following reasons : The law requires that the 
census shall be taken on the ist of July at which time many fami- 
lies in the city are away for the summer. Those who made a can- 
vass of the various wards, tell me that there seemed to be a 
suspicion with many that their tax assessment would in some 
mysterious way be affected, and in many cases the canvassers 
were absolutely refused the mformation sought, and were obliged 
to gather only approximate data from neighboring families. Oth- 
ers insisted on reporting only such children as they intended to 
send to school, omitting those who were employed, or for any 
reason were not expected to enter school the coming year. 

If the object of the census .should be thoroughly explained by 
the city press prior to the canvass, and another time of the year 
could be substituted, I am confident the result would be much more 
satisfactory. 

The table of enrollment for all the schools shows that the 
number of pupils m attendance last year was 4,756, which, de- 
spite the falling off in the scholastic census, exceeds that qf any 
year in the history of Chattanooga schools and is an increase of 
167 over the registration of the previous year. The following 
facts as to comparative attendance and scholastic census since 
1887 may be of interest : 

.lui.Y— Census 

1886 5878 4049 

1887 6365 4316 

1 888 6607 4442 

1889 6646 , 4541 

1 890 7 1 1 3 4702 

1891 6907 4589 

1^92. 6794 4756 

'893 5033 

Another noteworthy fact is that the number of children attend- 



Enkolt.mknt for 

SUClElODINc; Ykar 



CHATTANOOGA PUBLIC SCHOOLS. 21 

ing the school last year, as compared with the scholastic popula- 
tion of July, 1892, is unusually large. It appears that 70 per cent, 
of the children in Chattanooga, of the legal school age, were en- 
rolled in the schools during the last year. This per cent, exceeds 
that in any city whose annual report has reached this office and is 
from 15 to 33 per cent, greater than the majority of reports show. 
It is a gain in our own city of 4 per cent, over the previous year. 
It is gratifying to record this proof of the high estimate placed 
upon the public schools by the residents of the city. 

In the construction of school buildings, Chattanooga has made 
appropriations with a liberal hand, having expended during the 
last three years for the two buildings located in the second and 
third district, about ;^ 100, COO. Two others arc modern and ex- 
pensive ; all are substantial brick structures. To this extent the 
city is to be congratulated It may not be presumption, how- 
ever, to call attention to the fact that less expensive buildings and 
more of them would meet the actual demands more satisfactorily. 
I share the pride which every citizen surely cherishes in visiting 
the second and third district buildings and noting the substantial 
and elegant appointments, but I cannot suppress sympathy for the 
little children, when I realize that all who reside within the exten- 
sive area bounded by Market street, Montgomery Avenue and the 
river have but the one second district building to attend. It is 
even worse on the east side of Market street. I believe it is demand- 
ing too much to require all the little children (of the first and 
second years in school) who live in an area extending from Market 
street to East End Avenue and from Montgomery Avenue to the 
river, to walk through storm and cold to the McCallie Avenue 
school, and suffer the penalties for tardiness and absence imposed 
by our rules. These statements apply with still greater force to 
Gilmer street and Montgomery Avenue schools, since there is no 
school in the southern end of the city to relieve these buildings by 
providing for the territory south of Montgomery avenue. I also 
seriously question the wisdom of collecting so many children un- 
der one roof. It will be noticed by referring to the tables that at 
one of the school buildings there were enrolled last year more than 
a thou-sand pupils, and very nearly that number were in actual 
attendance several times during the year at one school. There 
are many potent reasons why this is hazardous. It surely is a 
matter the board may well counsel over in making future provision 



22 ANNUAL REPORT OP THE 



for the schools. As soon as the finances of the city admit of the 
outlay, a suitable building- for the primary grades should be erected 
on the vacant lot recently purchased at the corner of Fairview 
Avenue and Tenth street to reduce the area now covered by the 
McCallie avenue school. Corresponding relief should also be 
given the other buildings above referred to. 

At the first district school it is impossible to distribute the 
pupils, in anything like a just ratio, among the teachers of the same 
grade, because some of the rooms in that building are so small. 
It is not possible to accommodate the grades in that building with- 
out putting too many pupils under one teacher, while at the same 
time another teacher in the small room could teach more than she 
has, if the room were larger. The only solution of the problem is 
to enlarge four small rooms in this district building. I mention 
this not because the teachers complain, not because the pupils ob- 
ject, nor because patrons have entered protest but because the 
best work cannot be done unier these conditions. The maximum 
number of pupils which the most skillful and experienced teacher 
can manage, consistent with the best results, is forty-five. A 
greater number than this weakens the efficiency of the teacher ;md 
compromises the progress of the pupils. This is the verdict of the 
best educators and ablest professional writers, to .say nothing of 
the hygienic considerations involved. During the last year some 
of our teachers have had in daily attendance from 75 to 90 pupils. 
It is folly to expect the best results with these conditions. It 
may not be thought wise to attempt to remedy this defect at 
once, but I feel that I owe it to those whom I serve, to present 
the facts thus candidly. 

Many changes have been made in the schools during the year 
just closed. The High School course of study has been strength- 
ened by the addition of Chemistry, English History, Civil Govern- 
ment, Geology, Botany, English Classics and Astronomy. More 
complete and comprehensive works on Geometry and Algebra 
have also been introduced. The studies of the High School have 
been arranged in three parallel courses called respectively the Latin 
Course, Scientific Course and English Course. The completion 
of any one of these courses entitles the graduate to a diploma. 
The teachers of the High School have been assigned each to a 
different department, one teaching Latin, another Natural Science, 
another Mathematics, and another English This arrangement 



CHATTANOOGA PUBLIC SCHOOLS. 23 

was made simply with a view to securing the most efficient work, 
by giving- the pupils a specialist in each department. The results 
of the year demonstrate the wisdom of the changes. 

The commencement exercises of the High School occurred 
May 1 8th and consisted entirely of original productions ; declama- 
tions and recitations were discarded without ceremony, and the 
old-time Salutatory, Valedictory, Prophecy and History were 
omitted under the conviction that they had become "stale, flat 
and unprofitable." 

One or two extracts from the city press will recall the many 
kind words uttered regarding the graduating exercises of 1893. 

[ From the Chattanooga Daily Times.] 

"Beliiiul a l)alwark of magnificent flowers and in the presence of loving 
parents, admiring friends and fully 1,500 well-wishers, the graduating class of '93 
stepped last evening from the life of sciiool day.s into the great realm of young 
manhood and young womanhood. 

''The exercises will long be remembered in the history of the public scliools of 
Chattanooga. It was l)y far the most complete commej cement ever kn(jwn in the 
city, and was a fitting finale to a most successful scholastic year. 

"The audience that assendsled in the opera house was the largest ever seen 
here. The parquet, parquet circle, balcony and gallery were filled to suffocation. 
Tiie aisles were full of fasiiionably dressed men and women, wiio gladly stood 
during the exerci.ses and deemed themselve'j fortunate to get within the doors to 
the. auditorium. The entrances were filled with peojjle wlio were tardy in arriving. 
The stairway and even tlie sidewalk were crowded, and hundreds of ladies and 
gentlemen returned to tlieir homes, Ijeing unable to get within hearing of the voices 
of the participants in the commencement programme. 

"The boxes were filled with members of the Board of Education and the Board 
of Aldermen and their families, who were most interested spectators and listeners- 

'"As has ever been the custom with the public sclools, since Superintendent 
Barrett took cliarge, everything moved promptly «nd with precision. As the court 
house clock struck the first stroke of the hour of 8, the time announced for the 
opening of the exercises, Superintendent Barrett gave the signal and up went the 
curtain. The scene thai met the eyes of the vast throng was a most inspiring one. 
The stage had been converted into an amphitheater having seven rows of terraced 
seats. The four rear rows were filled with the teachers of the Public Schools of 
Chattanooga. There were exactly fifty-five, and all occupying the chairs allotted 
to them. The three lotver tiers of seats were unoccupied, but arrayed in the wings 
of the stage, trembling with expectancy, and their hearts thumping away from 
timidity arising from the sensation of for the first time facing an audience, were 
the tiiirty-five graduates. The piano struck up a sprightly march and from either 
side of the stage in double rank they entered and took their respective seats. 

"The first row was occupied by the eight pupils chosen to do the honors for 
the class, and their precei)tors. Prof. Caulkins, Prof. Cortner, Miss Wagner and 
Miss Carpenter. To the right of the graduates sat Mayor Andrews, President 
Nicklin, of the Board of Education, and liev. Dr. J. W. Bachman. To the left 



24 AXXT'AT- KKPORT OF THE 



were Supt. A. T. Barrett and Prof. Robertson, tlie Musical Director of tlie Public 

Schools. 

"It was a scene long to be remembered. Never before was the opera house so 
graced. Instead of the usual soubrette, tragedian or indifferent actor, who during 
the theatrical season have trod the boards to audiences of various sizes and social 
colors, there was a stage filled with beauty, knowledge and chivalry. Pretty lasses, 
noble youths and loving teachers. 

"One thing very marked in the exercises of last evening was the dresses of the 

vonng lady graduates. There was a total absence of extensive, expensive, showy 

costumes. 

"All the di'esses were simple, and tlie majority of these Avere of lawn and 

Swiss. This innovation was most pleasing. 

"The floral tributes were the most magnificent ever known in the city. Tliere 
were over two hundred splendid designs and bouquets, all fragrant witli subtile 
perfume. A rack to hold them had been erected in front of the footlights extend- 
ing out over the orchestra, but it was soon filled to its utmost capacity. Then all 
of the stage that could be allowed was appropriated, and when this space was 
filled many baskets and bouquets were placed behind the wings. Every one of 
the graduates was remembered in a manner tiiat caused the eye to dim and the 
heart to quicken with pulsations of happiness. 

"After the audience had a few moments in which to view the inspiring scene, 
and had become still and .quiet, Kev. Dr. J. W. Bachman, who has for the past 
thirteen years shared the joys and sorrows of the Chattanooga public, advanced to 
the fro.nt of the stage and in a most eloquent petition asked of Him who holds the 
destinies of every one within the hollow of his hand to watch over and bless all 
present, but that the choicest blessings should be bestowed upon those who with 
the closing of the exercises passed from the good influences of school life, and 
embarked upon the ever stormy and troublesome sea of life. '■•■ * 

"At the conclusion of the last oration the class at a given signal marched 
to the front of the stage and sang the closing class hymn. 

"When seats were resumed, Professor Caulkins, Principal of the High School, 
addressed the audience and in a most happy, and at times, eloquent manner, intro- 
duced to the audience Superintendent Barrett. In his address Prof. Caulkins paid 
a glowing tribute of praise to the most successful and thoroughly systematic man- 
ner tlie Public Schools under the guidance of Superintendent Barrett had ])eeu 
conducted during the past year. 

"Supt. Barrett then delivered his address. It was short, but a splendid eflbrt* 
At the beginning he notified the audience that his words were not addressed to 
them but to the class from whom he and the teachers were parting. Turning then 
to the graduates he spoke with great fervor for perhaps ten minutes. The words, 
as every one could feel, came direct from the heart. On the whole, it was full to 
overflowing with the kindliest and most fatherly advice. He especially adjured 
all not to forget the lessons learned from their mothers, and to so conduct them- 
selves in the future that they sliould be an honor to the place of tiieir birth and to 
any community in which they should reside. In a manner most touching he 
referred to the sudden and very sad death of four of the class. 

"Right here it will be well to say that the closing of this, the most successful 
of all school years, is due more to Supt. Barrett's luitiring eflorts and splendid 
management than any other one thing. 

"Following the address the orchestra gave a selection. 

"The next and last feature on the prograuime was the presentation of the 



CHATTANOOGA PUBLIC SCHOOLS. 2^ 

diplomas to the graduates by President Nicklin, of the Board of Education. 
President's Nicklin's presentation speech was brief and most fitting. He assured 
all that they had honestly won the much coveted prizes, and in conclusion asked 
for (Jod's blessings on them all. 

"Those to whom he [)resented diplomas were: 

"(icrtrude Ayer, .Julia Jessie Mitchell, Clara Baker, I'earl Parrent, Nellie 
Eliza Hell, George H. Patten, Margaret Irene Bowser, Mollie E. Peeples, Robert 
Carswell, Frank Phillips, Ida Cunningham, Ida Jessie Shelton, Fieonard George 
Frawley, Gussie Evans Smith, Frances Monteith Gambee, Louise M. Snodgrass, 
Ida May Gladish, Annielee Sparks, Anna B. Hayes, Nannie H. Sparks, Dwoolford 
Sanders Henderson, Maria Louise Spencer, Marguerite Henry, Hope Stegall, Mary 
Lou Henry, Elizabeth Agnes Thompson, Bertha Hitz, Charles Twinam, Inez E. 
Hubbard, Etta Wassman, Samuel Blair Matthews, Ida Wassman, (Jus Mclntyre, 
Blaiiclu' Windsor, and Charles Samuel McNulty. 

"The exercises then closed with a benediction by Rev. Dr. Berry and the large 
audience filed out, enthusiastic over the splendid entertainment. 

"Following the exercises and the distribution of the flowers the class repaired 
to Aull & Clark's, where a sumptuous supper was awaiting them." 

a 

[ From The Chattanooga Evening News.] 

"The city of Chattanooga has turned over its wards to their parents, and the 
class of '93 is a pleasant page in the history of the school system. The exercises 
were decidedly successful — everything was exactly on time and passed off' in fine 
style. The graduates are a credit to their people and the city. Fully four thous- 
and people came to the oj^era house from every part of the city and suburbs. Of 
course many were obliged to go away for lack of room. On each side of the stage 
handsome floral gifts which had been showered in by friends of the graduates, 
were banked, leaving the center open. On the left of the stage sat his honor. 
Mayor Garnett Andrews, President John B. Nicklin of the School Board, Rev. J. 
W. Berry and Rev. J. W. Bachman. On the right sat Superitendent A. T. Barrett, 
the quiet and persevering power by the throne, with his faithful Lieutenant, Prof. 
Robertson. The grafluating class, accompanied by their Principal and Teachers 
marched in and occupied the seats arranged for them. Behind them sat the entire 
corps of ie;icliers from the schools of the First, Second and Third districts. 

"Before the presentation of diplomas Prof. Caulkins advanced to the front of 
the stage and spoke in touching terms of the sterling worth of Supt. Barrett. He 
com])limented the work of that official and introduced him that he might make 
the. address to the graduating class. 

"J. B. Nicklin, President of the Board of Education gracefully presented the 
diplomas to the graduates." 

[ From The Chattanooga Daily 'J'imes of May 20.] 
HOWARD SCHOOL. 

"If the poorly informed people of certain sections of this country who are 
continuji lly harping about the much abused negro in the South could have attended 
the graduating exercises of the Howard School, held last evening in the main 
auditorifim of the Shiloh Baptist C'hurch, they would have hushed their ignorant 
niouthings, and would have in addition to this, accumulated knowledge that would 
be invaluable to them. 

"The colored schools of Chattanooga have had many graduating exercises, but 



26 ANNUAL REPORT OF TIIR 



those of last eveninj^, surpass without question, and in every respeet, anything? of 
former years. Nothing was overdone, notliing was missing. It was most eoiiiplete 
in every detail. 

"The auditorium lias a seating ea])ac'ity of 1500, Imt last evening, altlidugh 
chairs and seats were placed as close together as possible, the vast tlirong that 
attended the exercises could not he accomnuKlated. A goodly numl)er of well 
ai)pointed seats were resserved for (lie white visitors, and every one was occupii'd. 
The Board of Education turned out (■/( iiiasff<\ and there were fully 200 white men 
and ladies present. 

"At the conclusion of the programme Prof.. Barrett i)resente(l the diplomas. 

"The Horal trilmtes to the graduates were profuse and many were (juite hand- 
some. In all, the exercises were complete, highly satisfactory, and very interesting 
to anyone in attendance." 

l^'ollowiiig, will be found the progfantmes of the graduating 
exercises of the High Schools, for the last three years. 



ClIATTANOOCA I'f lilJC SCHOOLS. 27 



GRADUATING EXERCISES 

or llif Cliiss of ".•:;, CliiittaiHxi;,^;! IIIkI' Scliuol, OjiiTa Iloiist-, 'IMiursday, May I'Stli 



Order of Exercises. 



Iiiviiciitioii, Kcv. J. \\'. I'.iichiiiaii, I). 1). 

Clioi'ii^ by tlu; Cliiss. 
Onilidii Natiirf'.s Various LaiiguHKi; . . ■ • Charles Siinuicl McNiilty 
Oratiiiii "Out of llic Ilarlmr, into thcSea" f ''"H'l •'t's>*'<'' ^^'Ichi;!! 

Miisi(;— Opera House Orcliestra. 

Oration \Vr all arc I'aiiitrrs Maria l.ouise Siiencur 

Oralion -TIjc S(ar of Kiiipirc . Dwoollord Samlcrs Henderson 

Voeal Solo— "Tlu! FlovverGirl" — yiUnnl Klta VVassinan 

Oration— Tlu,' lU'lation of Invention to 'civilization . . . Charles Twinam 
Oration The A r^onauts of ".CI MarKuerilc Henry 

Music— Opera House Oreheslra. 

Oialinn--'I'vvilif{iit MusiuKS • I-ouise M. Snoilgrass 

oralion -Diogenes an<l His lianlern Margaret Irene liowser 

Cliorus by the Class. 
Athlros to tlh' Craduating (.'hiss- .... Suiicrinteinleiil A. T. liarrett 

Music -Ojiera House Orchestra. 

I'lc'sentation of Hitilonias— 

Ho]j. .lohn I!. Niekliii, President Hoard of I'Mucation 

Mii.sic— (Jpura House Orchestra. 



Class of '93. 

Gertrude Ayer, ( l.ara Maker, N. Hie Kli/a I'.cll, 

Itobert Caiswell, .M.irgarel Irene I'.owser, Ida Cunnin;;hani, 

Ida .May (iladish, Leonanl (leorge Krawley, I''raiices Monteilh Cindtee, 

Anna li. Hayes, .Marguerite Henry, Mary Lou Henry, 

Uerlha Ility., Jne/ K. Hubbard, Siinniel Hlair Matthews, 

(Ins M(dntyre, Charles Samuel McNully, .lulia .le.ssii; Mitchell, 

I'earl I'arrcnt, George II. I'atten, .\lollie K. I'eeples, 

Krank I'hillii)S, Icla .lessie Siiellon, Gus.sie Kvans Smith, 

Louise .M. Sno'lgrass, .\ n lielee Sjiarks, Nannie H. Sparks, 

.Marie Loui.so S|)cnc(i' Hope Stegall, (;fuirles Twinam, 

I;;ita Was.smaii, Ida WassMuin. Hlanc^he Windsor, 

IClizabilh ,\gnes'I'iiomson, Hwoolford Sanders Henderson. 



* First lIoiMir. 
t Second Honor. 



28 



ANNUAL KKPORT OP" TlIK 



GRADUATING EXERCISES 

Of tln' Clnss of 'U-\ Clinttaiiooga High ScIiomI, ()i)iTa I louse, Thursday, May IDth, 

]81)2. 



Order of Exercises. 



Music. 

CirtrtiiiK ('Ice— "Welcome" 11 if;h .Scliool Choir 

Ainm R. Liiwsoii, riani.si. 

I'raycr. 

Salutatory ... Itoh'Tt .'<. IiikIc 

History ol" the ('las.s of '92 Malicllc (i. Ihirlliiit 

Iiidiiciiee of the I'rcHS \)iiic Hyde 

Mu.«ie. 

Vocal Solo— "Say Not ynrrwt'W— Millard Leah Hratlt 

Oration Ze!)ome C. I'aHcii 

Class Prophecies . Addle K. Hole 

Valedictory A<ldresses . . Martha W. Corbly 

.Vwardiiig- Diplomas by II. S. (■haiiilicrlaiii, I'lesidriil Hoard of Education. 
Class ilvnin. 



Class of '92. 



Nellie!, llul.sc, Addie E. Hole, Katharine .L Lilly, 

Mahelle (J. llnrlbnt, .Minnie Rose, Hertie C. Warren, 

Anna R. Lawson, Constance M. Marcombe. Roberta Farliam, 

Martha W. Corbly, Marpiret S. Scott, Lillie Kirk, 

May F. Oarvey, Rose S. Andrews, ICmma i-irown, 

.Maud \. Wilson, Anne Ifyde, Leah liradt, 

Dwight 1'. Nic'klin, Zebome C. Patten, Davi<l A. Hell, 

.L Edgar Rell, William L. Tyler, Harry Freedman, 

Robert S. Ingle, lUitio E. Jlenderson, Ed Snodgrass, 

William (I. I'terinoehlen. 



CHATTANOOGA PUBLIC SCHOOLS. 



29 



GRADUATING EXERCISES 

Of the ('lass of '!»1, CIi;jU:iiio«)k:i Higli School, ()|icr:i Ilous.c, 'I'liiirsday, May 21st, 

1891. 



Order of Exercises. 



Music. 

(a) "Soiigof the Hop-l-ickerH" High School Cljr.ir 

(h) "Morning Invitation"— Solo und (Jlionis. 

f'lithcrlne K. Colburn and Choir; Kiigenia I'vosenhcin, AwomimniKt. 
I'rayer. 

Salutatory Kdwin Thayer 

EHSay—" Little Bo I'ccp" Muud I'.iirrctt 

History of the Class of 91 . Snllivaii Scarlo 

Music. 

Double (quartette— "Lo: The Sun's La.st Hays Declining" Searle 

Annie B. Carder, Carrie B. Wassman, Fred H. Phillips, jr., Martin Reid, 

Olive R. Barnes, Nanni(;.J. Stegall, Linn 15. Hostiaier, 

Archie C. Willinghnni. 

liecitation— "Too ]>ate for the Train" Nell Strauss 

Essay— "Words Measure Life and its Joys" Tornmie DulTy 

Declamation— "Can I>Hwyers be Honest?" Edward D. Lilly 

Music. 

I'iana Solo— Rondeau iSrilliant -IKcVr Bianca Noa 

Declamation— "The Legal Profession Defended" . . . Horace McMiUan 

Declamation— "The Late Benjamin Franklin" Walter Wight 

Recitation—Our Programme; An original Parody on "The Raven" 

. . Sophie Albivrt 
Music. 

Vocal Trio— "The Fairy Isle" (Jampana 

Irene Lowe, Nellie B. Turner, ICmina Driike. 

Oration— Social Problems Benjamin P. Nieklin 

(;lass Prophecies Sarah Mc(iuad(! 

Valedictory Addresses Mollie B. Mitchell 

Awarding Diplinnas by H. S. Chamberlain, President Board of Kducation. 
(Jla-ss Hymn. 



Bianca Noa, 
Olive- It. Barnes, 
Nannie J. Stegall, 
Sophie Alliert, 
Kula Lee, 
.lennieS. Wilson, 
Mary K. C. .Mclntyre, 
Irene Lowe, 
Horace McMillan, 
Kdwin Thaye-r, 
Martin Reid, 
Benjamin P. Nickliu, 



Class of '91. 

Cathr'rine K. Colburn, 
Maud Barrett, 
Aunie B. (;arder, 
Mollie I'.. Mitchell, 
Nellie B. Turner, 
B('8sie Dash, 
Kmma Drak(!, 
.(ohn Karsten, 
Sullivan Searle, 
Walter Wight, 
Kdward D. Lilly, 
Linn B. Hostetler. 



Eugenia Rosenbein, 
Nell Strauss, 
Carrie B. WjLSsu)an, 
Grace Putnam, 
Tommie Dully, 
Sarah .MeOiuide, 
(j(?rtic M. Sloan, 
Willie ,L Fritts, 
Robert J. WIllingliHm, jr. 
Archie C. Willingham, 
Fri'd II. Phillips, jr. 



30 ANNUAL REPORT OF THE 



GRADUATING EXERCISES 

Of the Class of '93, llowanl Stliool, Sliiloh Baptist Cluircli, iM-iday, iMay 1!», iSIi; 



Order of Exercises. 

Openiug Chorus— "Tlie lleiivciis are Trllini;" Hdiidii 

Prayer. 

Essay— "Woman's Work in INIoral Reform" Jlattie E. Young 

Oration— "The Afro-Amerioan's I'lea" Wm. S. Sewell 

Essay — "Nobility of Labor" Miunie B. Nance 

Solo— "Lafarfaletta"— GaH- Rosa A. Downs 

Essay— "Onr Public Schools" Helen 0. Hnrd 

Oration- "American ('ivilzation" las. W.- Glenn 

E.ssay — "The Beauty and Power of ^Insie" Rosa A. Downs 

Chorns—"0 Hail t's, Yc Free" Enmni 



Class of '93. 



Rosa A. Downs. .las. W. (ilenn, Helen (i. Hnrd, 

Minnie B. Nance, Willitun S. Sewell, Hattie E. Young. 



f:HATTANOOGA PUBLIC SCHOOLS. ^1 



# 



GRADUATING EXERCISES 

Of the Class ol' '92, Howard Sdio-.l, at tlie Congregational Chiircli, May 20, 1892. 



Order of Exercises. 

M\isi('. 

Chorus— ".Strike Llic Cyinbiil" I'urittd 

Prayer. 

Essay— "The Kill] Not Yel" ... Nellie fi. Baltic 

Mnsie. 

Solo aurt Chorus— "Joy Cometh in the Morning" 

Essay— "Every (;i()U(l has its Silver Lining" Mary E. Sewell 

Musie. 

Solo — "The Night Binls <'o()ing" Rosa A. Downs 

Essay— "Ilnste Makes Waste" Louisa .(. Morfonl 

Presentation of Diplomas 

by H. S. (,'hanilierlain, President Board of Education. 

Class Song. 

Class of '92. 

Nellie G. Battle, Louisa .T. Morford, Mary E. Sewell. 



32 ANNUAL REPORT OF THE 



GRADUATING EXERCISES 

Of the Cla«s of '91, Howard School, at the Tabernacle, Friday, May ?2, 1891. 



Order of Exercises. 

Music. 
Chorus— "Welcome To-Night" School 

Prayer. 
Essay with Salutatory Address — "Progress the Watchword ' . . 

. ..Lillie M. Wickliffe 
Essay— "Earth's Battle Fields" Nellie B. Goodeu 

Music. 

Vocal Solo— "Orpheus with his Lute" Rosa A. Downs 

Oration— "Footprints On the Sands of Time" John W. Battle 

Music. 
Vocal Daette — "I Rememher", . . M. J. Freeman and Lillie M. Wieklifl'e 

Recitation— "The Death of Slavery" Gertrude L. Swanner 

Oration — "Labor Unions" ... John W. Pitner 

Music. ■ 

Vocal Solo— Selected— Millie P. Calloway 

Essay (with Valedictory Addresses) — . . 

"Patience and Persistence the Condition of Success" . Mary J. Freeman 

Awarding Diplomas by H. S. Chamberlain, President Board of Education 

Class Hvmn. 



Class of '9I. 

Lillie M. Wickliffe, Mary J. Freeman, Gertrude L. Swanner, 

Nellie B. Gooden, John W. Battle, John W. Pitner. 




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CHATTANOOGA PUBLIC SCHOOLS. 33 

The teaching which is being done in the Chattanooga High 
School is of a high order and challenges the approval of those 
best qualified to judge. The instruction is thorough and critical, 
and Chattanooga has abundant reason to rejoice in view of the 
advantages afforded to the youth by this prosperous school. Its 
usefulness and efficiency is however seriously handicapped by its 
location in the third story of the Second District building. A 
central building commensurate with the demands and dignity of 
the school should be provided at the earliest time practicable. 

For further and more specific information, I refer you to the 
report of Prof. Caulkins, Principal of the High School, and ask 
your serious consideration of the suggestions made therein. 



REPORT OF THE HIGH SCHOOL. 

To A. T. Barrett. Superintendent of the Chattanooga City Schools: 
Dear Sir: — During the scholastic year which closed May 19. 

1893, two hundred and six pupils were enrolled in the High School, 

distributed as follows: 

J unior Class 10 1 

Middle Class 63 

Senior Class 40 

Post Graduate Students 2 

Of the forty seniors, thirty-five were graduated at the Opera 
House on the evening of May 18. 

The average attendance has been one hundred and sixty nine, 
and the attendance during the year has been 96. 2 per cent, of the 
enrollment. There have been four deaths during the year, — one in 
the Senior Class and three in the Junior Class. 

The attendance during the past year has been the largest in 
the history of the High School, being an increase of twenty- nine 
per cent, over that of the preceding session, and so taxed the 
capacity of that portion of the building devoted to us that we were 
compelled to use the Chapel as a study room for the girls of the 
Senior Class, and also as a recitation room for three or four classes. 
This arrangement would have been entirely satisfactory, but for 
the fact that the Chapel is insufficiently heated, and during the 
extremely cold weather of the past winter, was at times decidedly 
uncomfortable. If it is deemed advisable to use the Chapel for a 
similar purpose hereafter, some means should be adopted to so 
heat the room that it may be thoroughly comfortable. The present 



34 ANNTAL KKl'oirr oK Till': 



arrangement, by which the High School is taught in the Second 
District building, is far from satisfactory, and I respectfully suggest 
that the city could not make a better investment than in the erec- 
tion of a suitable building, centrally located, for the exckisive use 
of the High School, We shall never attain, under the present 
arrangement, thoroughly satisfactory results. 

The action of the Board of TMucation in arranging three 
distinct courses of study for the High School, which arrangement 
will, I suppose, go into effect at the opening of the next session, 
cannot fail to add greatly to the thoroughness and value of the 
High School work. It is my opinion that still another course 
might be added which would greatly enhance the value of the 
school to the city. A thorough Commercial Course, in which 
would be taught penmanship, bookkeeping, and kindred branches, 
would furnish a valuable preparation for many boys and girls who 
design to enter upon the duties of a business life. The establish- 
ment of such a course would necessitate an addition to the teaching 
force, but I think that for the present, at least, one additional 
teacher would be sufficient, as aside from the branches which are 
distinctively commercial, the course would be made up from the 
other courses of study already established. It seems to me also 
that at as early a date as possible the regular High School course 
should be extended to cover four years, so as to include another 
year in Latin and two or three years in Greek. We could then 
prepare our pupils for admission to the Freshman Class of reputa- 
ble Colleges and Universities — a thing which our present course 
will not permit us to do. If it be objected that only a small per- 
centage of our High School pupils would become College students, 
it maybe answered that those whose school life ends with the High 
School could receive no more valuable mental discipline than that 
afforded by a course of study which leads to the college door ; for 
it is the opinion of the most prominent educators of the country 
that the best mental training one can have is comprised in the 
requirements for admission to our leading Universities. 

In some respects the methods of instruction employed during 
the past year have been an improvement upon those heretofore 
employed. In Latin, a delightful and refreshing change has been 
made in the adoption of the Roman method of i)ronunciation. 
This change brings our High School into line with the best schools 
and colleges of the country. Great improvements have been made 



CHAITANOOGA PI'BLIC SCHOOLS. ^^ 

in the departments of Natural Science and English. The increased 
attention which is now given to the latter branch in the school 
renders it very desirable that certain books of reference be furnished 
for the use of the pupils. An Encyclopedia, especially, is very 
much needed. 

Considerable attention has been given during the year to 
rhetorical work, with good results. I think that even more time 
and attention might profitably be given to this branch during the 
coming school year. 

The provision announced at the middle of the year, that pupils 
who had attained an average of eighty-five per cent, during the 
year might be excused from the final examination, has had a 
beneficial effect, and I recommend its continuance — perhaps with 
one or two slight modifications. 

In conclusion, I wish to express my appreciation of the able 
and loyal service rendered by my assistant teachers, both regular 
and special, and also my obligation to you for the wise counsel 
and firm support which you have uniformly extended to me, and 
without which I feel that the work of the year could not have 
been successful. 

I am very respectfully yours, 

WILFORD CAULKINS, 

Principal of the High School. 

The following reports of the Principals of the various Districts 
will give a correct and adequate idea of their condition and the 
character of work done during the past year. 



REPORT OF THE FIRST DISTRICT SCHOOL. 

To A. T. Barrett, Superintendent Chattanooga City Schools : 

Sir: — In accordance with your request I have the pleasure of 
making the following report of the First District School, for the 
year ending May 19th, 1892. 

The building contains twenty rooms, twelve of which are 
fairly well adapted for school purposes, the remaining eight being 
entirely too small. Five of the latter have been used during the 
year, in which pupils have been crowded with great inconvenience. 
In these five rooms pupils and teachers have worked under very 
great disadvantage. It is proposed to enlarge four of these small 
rooms this summer. Should this be done it will give sixteen very 
commodious rooms with a total seating capacity of 960 pupils, 
giving ample accommodation to all the pupils of this school. 



^6 ANXt'AL REPORT OF THK 



By the addition of a few loads of gravel the grounds will be 
complete. The crushed stone forms an excellent play ground for 
the children. The numerous shade and ornamental trees in the 
front yard give this building a home like and attractive appearance. 

An examination of the monthly reports for the year shows a 
remarkably uniform attendance, the number remaining at date of 
each report varying by only a few units, and in some instances 
being the same. The average daily attendance for the year is 
686. This is 95 per cent, of the average number belonging. The 
total enrollment is 962, a gain of four over the last year. 

The daily progress of the pupils in the different branches has 
been good, but much hindrance has been occasioned by a previous 
pushing forward of pupils poorly prepared for the work they 
were trying to do, and this difficulty is now largely removed by 
your wise provision in raising the standard of passing, your definite 
directions to ^the teachers as to the qualifications necessary for 
advancement in grade and the timely halt given to wholesale pro- 
motions. 

Your divisions of the grades into "A" and "B" classes is a 
very salutary move, and will do much towards properly classifying 
the pupils. 

The revision of the course of study is well received. The 
introduction of supplementary reading in the higher grades in the 
place of the Sixth Reader is an excellent suggestion. I would 
suggest a uniformity in the teaching of grammar. Some definite 
plan should be followed that the minds of the children be not 
prejudiced by the varying ideas of different teachers, which are in 
some cases erroneous. The use of more oral instruction is 
desirable, especially in the natural sciences, and to this end I 
would suggest a special course of study to extend through all the 
grades of the grammar school. 

As far as my experience goes, I judge that the feature of 
physical culture, which is a part of the daily programme, is very 
indefinitely carried out. In some rooms there has been nothing 
done, in others very little, and this in a meager way with appar- 
ently little system, except in some of the primary grades. Would 
it not be well to have this department supervised as is the case in 
drawing and music, both of which would suffer were it not for the 
supervisors? 

The indications are that the seventh and eighth grades will be 



CHATTANOOGA PHBLIC SCHOOLS. 



M 



even larger next year than they have been. The division of the 
seventh grade into two rooms with an assistant in the eighth grade 
will greatly facilitate the work in these grades, and will insure far 
better results in the class rooms in daily recitation, and at the 
same time give the principal more time for supervision and 
matters of discipline. By this arrangement, the teaching force is 
not increased in number, but the teachers are disposed to a much 
better advantage than heretofore. 

Respectfully submitted, 

B. F. Hickman, 

Principal. 



REPORT OF THE SECOND DISTRICT SCHOOL. 

To A. T. Barrett, Superintendent of the Chattanooga City Schools: 

Dear Sir : — The record of the Second District School for the 
scholastic year ending May 19, 1893, is as follows, by grades: 



GRADE 


NO. PUPILS 
ENROLLED 


AVERAGE 
ATTENDANCE 


PER CENT. OF 
AVERAGE ATTEND- 
ANCE TO AVERAGE 
ENROLLMENT. 


First Grade 


174 
144 
146 
I I I 

96 
60 
46 

43 


90 

91 
98 
80 

7?> 
46 
36 
32 


91 
92 

94 
95 

95 
95 

96 
96 


Second Grade 


Third Grade 


Fourth Grade 


Fifth Grade 


Sixth Grade 


Seventh Grade 


Eighth Grade 




. Total 


820 


546 


94^ 



This shows a slight increase over the enrollment of last year. 

The work done in the different grades during the year has 
been, on the whole, satisfactory. Perhaps the weakest point in 
our course of instruction is in reading. I am convinced that more 
time and attention should be given to that branch, and supplemen- 
tary reading should assume a much more important position than 
it has heretofore done. Indeed, if the fifth and sixth readers were 
to be thrown out entirely, and their place supplied by selected 
classics, excellent and cheap editions of which are published for 
the use of schools, the change would be a great benefit to the 
schools. What children are interested in, they will instinctively 



38 ANNUAL RKPORT OF THK 



read understandingly and well. During four years of our Gram- 
mar school course the pupils read in the fifth and sixth readers. 
With very little, if any, additional expense, they could during that 
time complete the study of several master-pieces of the world's 
literature. Not only would this study be much more interesting 
to them than the time-honored practice of droning through a 
series of readers filled with extracts, but it would also develop and 
cultivate in the pupils a correct literary taste- something which 
the use of fragmentary selections, such as are found in the readers, 
never can do. 

In the teaching of grannnar, too, some improvement might 
be made. If the subject were made more practical, it would be 
more interesting and profitable. Too much of the dry bones, and 
not enough of the life and beauty of the subject, tend to render 
it tedious, wearisome and unprofitable. It would be a great ad- 
vantage if the text books on grammar now in use could be 
exchanged for something more fresh and practical But if such 
a change be not considered practicable, at least text books should 
be put into the hands of the pupils of the fourth'grade. At present 
the instruction on language and grammar in that grade is entirely 
oral. 

I would suggest, also, that in the seventh and eighth grades, 
instead of recpiiring all the pupils to have the same text book on 
American History, three different books be selected, any one of 
which may be procured b}' the pupil. B}' this arrangement a 
greater freshness would be imparted to the subject, and every 
pupil would virtually have the benefit of three separate text books. 
No live and progressive teacher of y\merican History could object 
to the use of three, or even more different text books in the class. 
I would also recommend that steps be taken to secure a more 
thorough observance of that portion of the course of study which 
provides for the teaching of elementary science in the lower grades. 
In this way the work of those grades would be rendered more 
interesting and profitable. 

More attentiiui might, in m)^ judgment, profitably be given 
to the subject of physical culture. The ancient Greeks were wiser 
than we, in that they realized the fact that only in a sound body 
can a perfectly .sound mind be found. Consequently, in the educa- 
tion of a Greek )'outh, bodily culture received as much attention 
as all other features combined. The result of this system was a 



CHATTANOOGA Pl'BI.IO SCHOOLS. ^9 



healthy, symmetrical and beautiful bodily development, and a 
power and elasticity of mind, which have been the envy and admi- 
ration of all the generations since. In our modern school systems, 
physical culture is confined principally to climbing stairs. This 
does not strengthen arms and backs, and does but little to expand 
chests and make erect figures. It is not enough that our course 
of instruction makes brilliant and beautiful the mind, the inhabi- 
tant of this earthly tabernacle. We should also make some effort 
to provide this mind with something like a suitable house to live 
in. I beg to suggest that a regular course in physical culture and 
elocution, under the direction of a competent supervisor, would be 
a most valuable addition to the schools of the city. 

The continued growth and prosperity of the city will soon 
necessitate the serious consideration of the establishment of a night 
school for the benefit of those who are prevented, by other occu- 
pations, from attending the regular sessions of the scliools. Our 
population is composed so largely of the "laboring classes ' that a 
great number of boys, especially, are forced by the necessities of 
their surroundings to engage in the active duties of life before they 
have completed even an elementary course of study To such, 
the establishment of a night school would be an inestimable bless- 
ing, affording them an opportunity to repair their educational 
deficiency, and thus better fitting them to assume the responsible 
duties of citizenship. 

The plan adopted during the latter portion of the past session, 
of shortening the noon intermission from an hour and a half to an 
hour and a quarter, dispensing with the afternoon recess, and 
dismissing at fifteen minutes after three, proved a success, and I 
suggest its continuance. 1 do not approve of the "one-session 
plan," except in stormy weather or under other special circum- 
stances. 

The heating apparatus has not been entirely satisfactory 
during the extremely cold weather of the past winter, some rooms 
receiving much more than their due proportion of heat, while the 
inmates of others suffered from cold. I am not prepared to say, 
however, whether the fault is in the system itself or in the appli- 
cation of it. 

A serious defect in our building is the absence of a Principal's 
office. When all the rooms are in use, as has been constantly the 
case during the past year, there is no place except the halls, the 



40 ANNUAL lilCI'OR'l' Ol'' 'I'lll 



cloak rooms, or the basement, where the Principal can receive 
visitors or attend to matters of discipline during school hours. 

In conclusion, I desire to express my grateful appreciation of 
the cordial and intelligent support which I have received from the 
teachers. If the other buildings are provided with as capable 
instructors as those of the Second District, the city is indeed to 
be congratulated on its corps of teachers. To yourself, also, my 
thanks are due for many courtesies. 

Very respectfully, 

WiLi'OKi) Caui.kins, 

Principal Second District School. 



REPORT OF THIRD DISTRICT SCHOOL. 

Prof. A. T. Barrett, Siipeiiiitendent City Schools : 

Dear Sir: — I herewith hand you my general report of the 
Third District School, for the year ending May 19, 1893. 

The new building wiiich we have occupied during the year 
has proved a model of convenience. There are fourteen rooms, 
besides two large assemby rooms, with a seating capacity of about 
eight hundred and fifty pupils. The equipments of this building 
are first-class in every respect. The single seats, as predicted, 
have proved a great; advantage to both teacher and pupil. The 
heating apparatus has worked satisfactorily in all the school rooms. 
The office and the room of the same size on the opposite side of 
the building do yot receive sufficient heat to make them comfort- 
able in cold weather. 

There should be three more globes placed in the building. 
Six more wall maps — one of each hemisphere, one of North Amer- 
ica, one of the United States, a county map of Tennessee, and one 
of Chattanooga and vicinity — are also needed. 

While I do not believe the population in this district is greater 
than last year, yet the number enrolled at the beginning and close 
of this year has been greater than at the beginning and close of 
of last year. 

For the month of September 1891, there were 560 pupils 
enrolled; for the month of May, 1892, there were 481 pupils; 
during the year 189 1-2, there were 757 pupils enrolled. 

For the month of September, 1892, there were ddd pupils 
enrolled; for May, 1893, 535 ; during the year 1892-3, there were 
814 pupils enrolled. 



CIIATTANOOfiA l'\']',\AV, SCHOOLS. 



41 



A greater number of pupils stay in school through the more 
advanced grades than formerly. The number in the eighth grade 
this year is double that of last year in the same grade. 

The enrollment for the seventh grade is also considerably 
larger. 

The teachers, pupils, and patrons of the school and others 
interested in good reading for the pupils have made a beginning 
for a School Library. 

After the death of Principal V. W. Leavitt, the teachers 
talked of placing a life size crayon of this lamented Principal in the 
new building. They finally decided however, to establish a Li- 
brary which they named "The Leavitt Memorial Library. " This 
Library promises to be a useful adjunct to the Third District 
School. 

The teachers organized a reading circle at the beginning of 
the year, by which each teacher has been enabled to systematically 
read and study five leading educational journals each month. The 
journals after they have been read by each teacher, are filed away 
and become a part of our Library. 

The work for the year in all the grades has been very gratify- 
ing. There arc comparatively few mistakes to regret as we review 
the efforts of teachers and pupils, and we trust that these will be 
corrected in the coming year. 

Respectfully, 

Pierce Leavitt, 

Principal. 



REPORT OF THE SUPERVISOR OF MUSIC. 

To the Superintendent of City Schools : 

Dear Sir: — I have the honor to submit the first report of 
music in the public schools of Chattanooga. 

In looking over the work I cannot feel otherwise than gratified 
with the progress made in the department of music during thepa.st 
year. We had at first many difficulties to contend with — not the 
least of which was the great desire for rote or ear singing on the 
part of the pupils, and in some degree on the part of the teachers. 
There having been but little or no attention given to the rudiments 
of music previous to the beginning of this present school year, the 
pupils had but little knowledge of the simplest rudiments of music ; 
during this year's work we have been able to overcome these 



42 ANNI'AI, KlOI'oirr OK 'I'lIK 



difficulties, and have by the hearty cooperation of the teachers, 
succeeded in creating a very commendable desire in the minds of 
a large percentage of the pupils for reading and singing by note. 
It might be well to inquire what rank music merits among the 
educational forces? what does it contribute to the production of 
good readers and good speakers ? One of the essentials to good 
reading or speaking is correct breathing. In all vocal exercises, 
the breath is the motor power; when it fails, the machinery stops. 
One of the greatest and most common faults in breathing is short 
breathing, or using only the breath in the upper portion of the 
lungs ; so confined is this habit, in some cases, that the muscles 
refuse to give the breath from the lower part of the lungs in even 
and uniform flow. Singing, rightly taught and practiced, secures 
the full, deep inspiration, and the regular, even and complete 
expiration of the breath. The long tones of music, absolutely 
compel this manner of breathing. The proper phrasing of music 
requires the use of the full capacity of the lungs, and thus exer- 
cises and educates the muscles, which are essential to this use of 
the breath, and establishes the habit of correct' respiration. The 
effects of song on the mind, temj)er, behavior, bodily habits, and 
health of growing children and young people must of course be 
great. Singing, when well and properly done during school life, 
secures distinctness of hearing, health of the throat and lungs, 
improves the posture and carriage of the body, and the develop- 
ment and shape of the throat, while it preserves the beautiful 
tfhiklish capacity of cpiick perception and retentive memory ; its 
teiKleiicy will be to polish and soften the character and nature of 
youth. 

In no better way can a code of morals be taught, the sensibili- 
ties be trained and developed into their better and higher uses, 
than through the instrumentality of song. Other results to be 
gained, are the ability to read music readily at sight, and the culti- 
vation of the musical tastes of the pupils. No course of music can 
do this except it contains a collection of the best music adapted to 
the age and condition of the pupils. It matters not how excellent 
the prescribed course may be; if poorly taught, failure is certain. 

Musical instruction should begin with the first grade at school, 
and if properly presented, yields most satisfactory results The 
teacher is a very important factor in this early training in music 
Many of the regular teachers are g(HHl musicians, and do excellent 



(CHATTANOOGA TCBIJC SCHOOLS 4^ 



work; others who have no taste for music, and have given music 
Httle or no study, cannot be expected to produce satisfactory 
results. It is very gratifying, however, to notice that most of this 
class manifest a disposition to strengthen themselves in this depart- 
ment by giving close attention to the instruction and suggestions 
of the Supervisor of this work, and in other ways are endeavoring 
to increase their efficiency. There arc but few cases where the 
work is not done well. 

With the greatest industry on my part, I have been unable to 
visit each room oftener than once in twelve days. Many of the 
teachers should be visited oftener than this, in order that they may 
receive the assistance they need. 

The High School has been visited every week and the Senior 
class every day during the latter part of the year. 

I wish to express my warm appreciation of the cordial coop- 
eration of the Principals and Teachers in my work. I desire also 
to gratefully recognize the valuable assistance you have so cheer- 
fully given me, and without which, the results of the work in this 
dei)artment would have been far less gratifying. 

Respectfully submitted, 

G. L, ROUKKTSON, 

Supervisor of Music. 

REPORT OF THE HOWARD HIGH SCHOOL. 

Chattanooga, Tknn., June ist, 1893. 
A. T. iHimtt, Si(peri}iicii(lcnt of City Public Schools: 

Dkak Sir: — I have the honor to present the following report 
of the Howard High School for the year ending May 19th, 1893: 

The enrollment in this department lor the ) ear has been 31. 
Males, 10; females, 21. Twenty-nine of this number entered the 
fu'st month, attending with utiusual regularity during the school 
year. 

The Howard School has an average attendance of 96. 72 per 
cent, for the year. 

While it is true that mo.st of our boys and girls are obliged to 
leave school and enter life as wage earners, without the benefits of 
the High School training, the good which has come from this 
school is most heartily appreciated by our people. 

I would earnestly urge that something be done to separate 
this department from the grammar grades, having a room for 
High School pupils only. There is ample room in the upper 



44 ANNIAl. HKI'oli'l ol' 



story of the Gilmer Street School for this purpose. I am sure this 
|)l;iii will aid in coiK:cnlr;ilin^ more cncrf^^y to the work laid oul. 

The members of the Senior Class, numberinL,^ six, were success- 
ful in completing- their course of study, and the ^raduatin*^- exercises 
wen- held al llu: Shiloh Baptist Cluireh on the ni^dit of May 19th. 
They were witnessed by a larj^c number of people. The attend- 
ance was an a^^reeable manifestation of the great interest taken by 
the colored people in the Howard High School. 

This dci)artment has sent forth to lifi's duties thirty-nine 
young men and women. it is gratifying to know that they are 
l)r<)ving by their industry and good citizenship the strengtlu-ning 
rt'suUs of the lligh School training. 

1 am, very respc-etfully, 

J. A. IIknkv, 

l'rincii)al. 



REPORT OF MONTGOMERY AVENUE SCHOOL. 

Sii/u riiihiiiliiil .1. '/'. lUxnrtl : 

Di'.AK .SiK:--ny your riMjiu'st, I h;ivc the honor to submit 
herewith m\ ri'port of the work at Montgonu'iy A vc-nue School, 
foi the yc\\\ ending Ma)' I9, I >S<;3 

A'P'ricNDANci-;. 

We have enrolled during the year 10X5 pupils, a gain of 18 
over the precetling year. The average monthl)' emollment has 
been 765, and average daily attendance 618. The average per 
cent, of attendance for the year is 93 In the fust term, attc-nd 
ance was unusually good. — averaging 736 daily. When the severe 
weather of January set in, many pupils dro[)[)ed out, some for lack 
of sulVicic-nt clothing, and others on account of sickness. As 
onl)' a small percentage of these returned, the .second term's 
atteiulance average was considerably le.ss than that of the first. 

It must be admitted also, that some effect of the prevailing 
"stringency of the tiuu-s," aiul tlu> feeling of unrest whii-h has 
lately existinl among our people, has been ap[)arent in the atteu<l 
ance at school the latter part of the year. 

Hut, notwithstanding these odds, a comparison of this n-port 
with that of last year, shows an increase of 18 pupils in the total 
emollment, and 2. 5 per cent, in average daily attendanci-. 

DkI'AK IMl^N'r Ol' I'lU'll.S. 

I'.k'ven pupils have btxii suspended foi' miscoiuluct and 3 for 



CHATTANfKKiA I'IKMC SCHOOI.H. 4^ 

irregular attendance. Total for all causes, 14. This is but one-sev- 
enth of the number last year, and the list of corporal punishments 
has been reduced one half. This reduction has not been made at 
the expense of good order, for the general conduct of the pupils at 
.school has been no worse than formerly. On the contrary, we 
have seen many signs of improvement. 

Scholarship and Promotions. 

Without doubt, the year has witnessed among the pupils a 
revival of interest in their studies. The requirements have been 
more, and their efforts have been greater. 

Promotions have not been so numerous as usual, but those 
that have pas.sed have proven their worthiness A pleasant feature 
of the year's closing work was the promotion of a class to the 
High School — the first in the history of our building. 
Teachers and their Work. 

Including a principal, vice-principal, and supernumerary assist- 
ant, and omitting the special teachers of music and drawing, 
seventeen teachers have been regularly employed. 

Of those who began work last September, Mrs. T. P. I'. 
Gilmore, Mrs. A. H. Jackson, Mi.ss E. E. Conner, and Miss M. 
M. Harris did not finish out the year. To supply their places, 
Miss S. L. Grant, Mi.ss L. J Morford, and Miss C. M. Pugh were 
appointed and taught until the close. 

With few exceptions, the teachers have performed their work 
faithfully and well, and many have produced excellent results. 
Without exception, all have manifested a desire to improve, and 
have entered with enthusiasm into all the plans of the present 
administration. 

Cooperation of Patrons. 

In the prosecution of our work we have been greatly aided 
by the parents and guardians of the children. We have received 
their cooperation more largely than in previous years. 

By the introduction of improved methods of communication, 
we have been able to keep more in touch with those at home. To 
the teacher's call in any matter pertaining to the welfare of the 
child, the response from the parent, in nearly all cases, has been 
most cordial and gratifying. 

Music and Drawing. 
Under the able supervision of Prof. Robertson and Miss 
Doster, progress in these two branches has been marked. Our 



46 



ANXUAl. KKI'OKT OK TIIK 



pu])il.s iiie rapidly acquiring the ability to read and siiifj^ music at 
siyht, and drawing from objects is an easy, delightful task. 
Condition of Building and Grounds. 

At the beginning of the year, the back fence was much de- 
lapidated, and the school yard in a deplorable condition. It was 
not lons^. however, before the fence was thoroughly repaired, and 
the yard placed in first-class shape. The needs of the building 
have been well supplied by those who have such matters in charge, 
and there can be no cause of complaint. 

The janitor, also, has been faithful in the discharge of his 
duties. 

School Liiu<AKN'. 

One of the urgent needs of the school is a Library for the 
pu[)ils. 

Coming, as they do, Irom homes poorly supplied with whole- 
some literature, and limited, as they are, to their text books for 
good reading matter, it is not surprising that our pupils of the 
upper grades resort to the cheap sen.sational story paper, and 
trashy fiction, and accordingly suffer from their baleful effects. 

This subject has been discussed by our teachers, and it is 
probable that steps will be taken in the near future to supply this 
great need in some way. May the efforts in this direction meet 
with substantial encouragement! 

Respectfully,. 

W. II. .Sin(;li<:ton. 
l^incipal Montgomery Ave. SchooL 



REPORT OF THE GILMER STREET SCHOL. 

ClIATTANOOCA, TiCNN., JuUC ist, I893. 

yl T. Barrett, Siif>,riiitiii(/r/it of City riibUc Schools: 

Dkak Sir: — I have the honor to present the following report 
of the (jilmer Street District School for the year ending May 19th, 
1893: 

The school opened the first Monday in September, 1892, with 
an unusually large number for the first day. On account of the 
preliminary work performed the previous Friday and Saturday, 
most of the rooms were ready for regular work the afternoon 
of the first day. All rooms were in good working order the 
second day. 

The enrollment for the first month was 741. Males,. 343; 



fHAT'lANOOlJA l'i;i'.l,l»; S(IK)r)l,H. 47 

females, 498. The total enrollment for the year was 872. Males, 
39<S ; females, 474. A j^ain over last year of 31. The per cent, 
of attendance for the year is 93. 

We have been troubled with considerable tardiness, many 
tardy cases being caused by pupils carrying breakfast to parents 
at work, or going after clothes for washing bef(jre coming to 
school. 

The work of the year has been most successful The enlhu 
siasm awakened at the teacher's meetings during the year has 
shown good results in greater earnestness and better methods on 
the i)art of the teachers. 

The exhibit of school work on the closing day consisted of 
specimens of work in drawing, modeling, pa[)er-cutting, map 
drawing, writing, arithmetic, geography and grammar. The dis- 
play attracted considerable attention from the visiting patrons and 
unstinted praise was accorded for marked imi)rovement in these 
lines. 

The regular class recitations of the last day were marked by 
the attentive interest of many visitors. They were far more 
effective in showing the real work of the school than were the 
declamations and speeches of past years. The people heartily 
approved the new departure. 

With thanks for the kind, patient consideration you have 
accorded this department during the past year, I am. 

Very respectfully, 

J. A. IIknkv, 

I'rincipal. 
COLUMBUS DAY. 

In response to the joint resohition of the U. S. Congress, the 
recommendation (jf the Governor of Tennessee and the National 
and .State hklucational .Societies, Columbus Day, October 21, was 
enthusiastically celebrated by the city schools. I give below a few 
extracts from the city pajjcrs, which, as they were written at the 
time, will reflect more accurately the spirit and interest of the oc- 
casion than anything drawn from my present rec(jllections of the 
event. The entire city press devoted columns to comments and 
descriptions of the preparations, and the programme as carried 
out for several issues prior to and succeeding the celebration, but 
the following short extracts will recall the occasion with sufficient 
clearness and awaken, I trust, pleasant memories with us all : 



48 



ANNUAL REPORT OF THE 



\_Tiinct< Editorial, October 22nfZ.] 

"The notable, the interesting, (and quite aside from its impressiveness as a 
mere spectacle), the most impressive part of the parade yesterday was constituted 
by the sections occupied by 5,000 children. 

"Besides stirring the heart, arousing thought, provoking comment and con- 
templation, the simple aggregation of this band of youth and hope, showed us 
what a considerable city this is, gave us data for the measurement of growth from 
the year 1873, when the schools were organized with a total of 1,097 and an aver- 
age attendance of 902. Even as late as 1882, ten years ago. the average belonging 
in tie schools was 1,653. Now the teachers muster for a procession many more 
than twice that number, and still many of the more delicate children did not join 
the march. These latter were reinforced among the onlookers by many of the 
jjupils of the private schools, the university, and by many hundreds from the sub- 
urbs. 

"It would be only a fair estimate to put the total number of children of 
school age in and along the procession at 10,000; and tiiesewere all neatly dressed, 
looked like children of thrifty and careful mothers ; they looked well fed, hearty, 
strong, and full of fresh life. 

"Now the main facts here given have all been in a general way known to the 
people, but this living, animated demonstration still astonishes everybody. 'Where 
in the world do all these children come from !' was an exclamation the writer 
heard a dozen times while he walked the length of two blocks on Market street, 
the procession then passing. 

"It was a magnificent outpouring of Chattanooga's young and hopeful life, in 
a form of tidiness and brightness and vigor that told how big a town this is and 
what a splendid foundation is laid for future growth. 

"On those children rests the future of the city ; and the fact that practically 
this whole army of youth is under careful school training in morals and manners, 
as well as in the mental department, argues well. We have been building better 
than ourselves realized until we saw assembled the material of our present founda- 
tion and future hope. The demonstration for that it impressed this one fact on 
the grown up generation was worth many times the cost of the whole." 
]^From the Chattanooga iVew.s.] 

"If Christopher Columbus could have seen Chattanooga's gorgeous celebration 
to-day he would certainly have been amazed. It was a grand tribute to the dis- 
coverer. 

"Six thousand children and grown people were in the procession. It took an 
hour to pass a given point. The buildings along the line of march were gaily dec- 
orated. 

"The streets of Chattanooga never since the city w'as founded have held such 
crowds of people. Chattanooga may congratulate herself on her brilliant celebra- 
tion of Columbus day. 

"The procession of school children formed at the intersection of Ninth and 
Market streets. As the procession moved down Market street, with the bands of 
music playing and flags floating, it presented a beautiful and gorgeous sight. 

"The fairest and most suggestive part of our celebration is the school chil- 
dren feature. Nearly four thousand were in line to-day, ranging in size from tots 
just beginning to seai'ch after truth to youth, and maids who will soon be men and 
women. Their fresh faces beamed with joy and happiness as they marched to 
music appropriate to the occasion, and as they waved thousands of flags of the 




o 



CHATTANOOGA PUBLIC SCHOOLS. 49 

union none Ijut a morbid pessimist could see any but a glorious future for our 
country. It was pretty and impressive, and the entire day shows that Chattanooga 
is not behind her sister cities in appreciation of the event being celebrated. 

"The staff of Grand Marshal G. L. Robertson consisted of Mayor Garnett An- 
drews, Capt. J. F. Shipp, Capt. R. W. Biese, Capt. B. L. Goulding, Col. C. F. Mul- 
ler, Chief of Police J. P. Kilgore, and Capt. W. L. Finley, U. S. A." 
[Chattanooga Times, October 22.] 

"Well did Chattanooga do her part in the great event of the continent's history. 
Splendidly did her parade appear as it marched down the magnificent artery of the 
city's commercial being. Her children — pride of the great heart of Chattanooga — 
did credit to themselves, their city and the people, and the taxpayers did not be- 
grudge them the amount that is appropriated annually to the public school fund- 
A revelation to the people was the spectacle of Chattanooga's future sovei'eigns, 
marching in line to the music of brass bands, the precious army of Chattanooga 
pledging allegiance to the tricolored emblem of a grand nation and all that of 
which it is symbolic. An epoch in the history of the plucky city of the Tennessee 
was yesterday. Long will it be remembered by her people, its impressiveness will 
linger and do good for all time. 

"At 9:30 little Stanton Barrett pressed the button, kindly arranged by Mr. A. 
M. Pennock at the corner of Market and Ninth streets, and a sharp report from 
the anvil battery on the Stone Fort signaled the march to begin. Coming from 
the two ends of Ninth street, Georgia avenue. Carter street and Market street, the 
paraders took their places without a hitch or blunder. The line was formed as 
follows : 

Marshal and Stafl". 

Loveland's Military Band, 

The National Colors, 

The Military. 

Board of Mayor and Aldermen. 

Board of Education. 

High School Banner, 

Senior Class, 

Middle Class. 

Junior Class 

in charge of Prof. Caulkins, Principal. 

The Manual Training School 

in charge of Prof, Weatherly, Principal. 

Liberty Band. 

First District Banner. 

All the Grammar and Primary Grades of First District School 

in charge of B, F, Hickman, Principal. 

Sixteen Boys Representing 1492. 

Forty-four Girls Representing Forty-four States. 

Sixteen Boys and Girls Representing 1892. 

Second District Banner. 

The Grammar and Primary Grades of Second District 

in charge of J, L, Cortner, Vice Princiijal. 

Spence's Military Band. 

Third District Banner. 



^0 ANNIAI. KKI'OKT OF TlIK 



Tliinl District 8ehool (all the grades) 
in cliargo of Prof. Leavitt, Priiu'ii>ai. 

Tlio Fire Department. 

(iKiiiilior of Commerce and Citizens. 

Cliatlaiiooga Atliletic Association. 

Trades Display. 

Colored Band. 

Howard School Ranncr. 

Howard School with Senior, Middle and .Junior Classes. 

(iilincr Street School Banner 

I'ldldwcd l)v tlu' cinlit i;radcs of tliat school in charge of Prof. Ilcnry, Principal. 

Monln'onuM-v Avenue School Hanncr 

JMiHowcd liv the eight grades of that School in charge of Prof. Singleton, Principal. 

"The N. H. b'orrest Cainj> of Confederate N'cti'rans and both |)osts ol the 

(irand .\rniy of the Ivepidtlic toid; jiart in tiie parade. 

"Thev were not seen to so ninch of an advantage as if tiiey had been massed, 
hut it was thought best to see that the children were protected against i)ossible ac- 
cident, 'riicrct'ore it was decided that tiic veterans should separate and act as 
uuardians to the line (d'.childrcn by marching in single file on each side of the 
little ones. 

"Not an accident occurred to mar the splendor of the parade. Every precau- 
tion was taUeu to prevent the possibility of such an event. 4,tH)0 chiUlren were 
brouglil from all i)arts of the city and massed in one imme.nse parade without the 
slightest trouble. This was one of the renuirkablc features of the Chattanooga 
I'clebration. 

"The parade did good ; the people see what they luivc to ujiliold, and they 
will <lo it. 

:;. •:;; -S « ■ * * * S * 

"l'\>rly-fonr little tots excited unusual interest. They reinvsenled forty-four 
states. Kach one of the liny patriots wore a red, white and blue cap and were so 
.arranged as to resendde a Hag. Each carried a' guidon with the uauie of a state 
upon it. Over all a nuunmoth Hag was borne by three Confederate veterans and 
three Federal veterans ; on the side of the llag wt re llie words. 'One llag()ver all.' ' 

The line of iiiafch ended at the court house, where an itn- 
niense audience conorreorated to hear the proo-rani of exercises ar- 
raiiL;eil for the occasion. The\' consisted of two essays which had 
been decided best of those written b\' the children of the city 
scliools; an orio^inal poem written by Mrs. Grace MacGowan 
Cooke, and an eKniiient address delivered by Hon. 11. M. W'iltse. 
I regret that the length of the address prevents its reproduction 
in this report. 1 will take the liberty, however, of giving place to 
the beautiful j^oeni written for the occasion by Mrs. Cooke. 
01>K TO Ct)Ll']MlU'S. 
() sailor bold. O man without a peer. 

Whose restless feet on numy coasts were pressed, 
With heart of l>oet, and with soul of seer 

Prophetic, urging on thy glorious iiuest. 
Few, few and brief were all thy happy years. 

Swift from the suuunit gained thy hopes were iiurled; 



(^HATTANOOCJA HriiMC S(^U(K)1-S. 5^1 

Tliy keoii blue oycs wore dinuiied by bittiT teart* 

Holori' they closed upon tliiss weary world. 
O'er ealiininies tliat soiled tliy lionest lame, 
lii,i>ra tit tide and nialiee, and tiie stroke 
Ol' private treason and of public shame, 

Thy great heart aelied and fretted till it broke. 
Rest, on the pleasant isle thy feet once trod. 
Thy sorrows known of men — thy sins of (iod. 
Tlie dust thou wert is mingled with the dust, 

And if thy life were always j)ure and wliite, 
Thy wisdom great, thy judgment always just, 

No man can say; but God will judge ariglil. 
We leave tliy lieart witii that great judge divine ; 

Past is tlie time to balance praise or blame. 
The grand I'esults of that great deed of tiiine 

lioll down the centuries and sing thy fame. 
To iionor thee, througiiout this mighty laud 

Thy genius gave the world, its peo|)le meet, 
Willi civic |)omp, and bays and pageants grand. 

With shouting hundreds, and with marching feet. 
We add; the while our children sing thy ))raise, 
This bit of Southern pine among the bays. 
It may seetn that many of the suggestion.s in this report are 
fn questionable taste, in view of the present financial situation, 
but it is expected that better times await us, and that under a 
clearer sky these recommendations will appear reasonable and 
within the reach of this threat-hearted city to provide in the inter- 
est of her schools. 

APPARATUS. 
Much more effective work could be done in all the grades, 

if the schools were better provided with the aids and device^ gen- 
erally expressed by the word apparatus. 

We need reading charts, maps, relief maps, moulding 
boards, special tables, small cabinets, various weights, scales and 
measures, natural history pictures, collections of objects, as textile 
fabrics, articles used in the trades, vegetable products, animal 
products, curiosities illustrating the customs of different people, 
etc. If a small appropriation were made each year, all the school 
buildings would soon be supplied with means to impress and stim- 
ulate the minds of our children in a much more effective and satis- 
factory manner than by the text book drill alone. 
MUSIC BOOKS. 

During the year the music books heretofore used in the 
schools were set aside and a new series throughout adopted. I 
believe the action was a wise step, because I think the books se- 



^2 ANNUAL KKl'OKT OF TJIK 



Icctcd are far better adapted to the grade work of the schools. 
The work in this department during the past year has confirmed 
me in my opinion that the change was a necessity. The zeal 
with which most of the teachers conducted this part of their work 
makes me hopeful of the best results another year. 

PREPARATION OF A COURSE OF STUDY. 

The history of city graded schools for the last decade shows 
that important changes are taking place in school administration, 
changes that are full of promise. The progress made in the last 
ten years is certainly much greater than in any prior decade in the 
history of public education. Every city has its own limiting con- 
ditions and it is not probable that any one school policy through- 
out is universally applicable; but there are general principles which 
past experience has formulated that constitute the warp of success- 
ful teaching in the loom of every school. iMiierson E. White, 
LL. D., says, "To arrange a true and projierly graded course 
of study is the first and most important duly in the administra- 
tion of a system of graded schools. The preparation of such 
a course of study involves a clear grasp of the ends to be reached . 
by school training. It is a common mistake to make the acquisi- 
tion of knowledge the chief end of school training, and the verbal 
expression of knowledge the measure and test of teaching." 

A course of study must also recognize the f^ict that there is a 
natural order in which the mental powers are to be trained and the 
different kinds of knowledge taught. This sequence of mental ac- 
tivity and knowledge is fundamental. 

Much time is wasted in the .schools in the attempt to teach 
children what they are not yet capable of learning. Every branch 
of knowledge has successive phases which correspond to tlie suc- 
cessive phases of mental activity and power. The scientific 
statement and the formal definition have a very small place in the 
primary .school. It thus is .seen that mapping out a course of 
training even for an individual child involves a knowledge of its 
educablc nature, the laws of its activity and growth and the natural 
sequence of knowledge. Evey step of such a course must con- 
tain that training that will give the needed strength and imjiulse 
for the next step, and this goes to the very root of education as 
an art. 

Our course of study is not entirely satisfactory, our equip- 
ments for class illustration inadequate, and some of our teachers are 



ClIATTANOOOA ITBI.K; S('I1<)()I.S. 5'3 

un.'iblc skillfully to teach our present course of study in accord- 
ance with the fundamental principles above cited. 
CLASSIFICATION OF PUPILS. 

Another problem in the administration of graded schools is 
the proper classification of pupils. In an ideal classification, the 
pupils in the small classes are so nearly equal in attainment, that 
they can be taught together with conmion advantage, and can 
move upward with ecjual step. It presupposes that pupils possess 
equal mental ability, and physical vigor ; that they attend school 
with like regularity, and that they are instructed by teachers of 
ecjual ability, skill and personal influence. 

Experience shows this assumed uniformity of conditions does 
not e.xist. Pupils do not posssess equal ability, physical vigor, 
ambition, application or home advantages. Unavoidable causes 
interfere with the regular attendance of some. A teacher may not 
be equally helpful to all, and even if impartial, his personal influ- 
ence may not reach all alike. As a result of these unetjual condi- 
tions pupils who begin the year with equal attainments may close 
it with a marked difference in their standing. To require that 
every member of a class shall advance with equal pace in the ab- 
sence of these uniform conditions, is chru'ning the bright and 
industrious pupilp to their classmates, and holding them back 'till 
the less capable and indolent can run the course. 

If the instruction and requirements are adapted to the average 
pupils, the capable are retarded and the slow and indifferent are 
su[)erficially advanced. This mechanical mass movement has been 
the defect of the graded schools, and the principal argument 
urged against them by their opponents. To satisfactorily remedy 
this trouble and settle upon some just and wise plan of promotion 
is the problem at which the profession is still at work ; though 
some cities have settled it, each in the light of its own surround- 
ings. 

It was to partially solve the problem that I asked you to adopt 
the following rule, which you willingly consented to include 
among your "Rules and Regulations:" "Any pupil may be pro- 
moted at any time upon the recommendation of the teacher and 
principal, approved by the superintendent, provided he can pass 
satisfactory examination on the studies of the grade from which 
he is promoted." I have also required that in all grades there 
shall be an "A" and "H" division. The "A" division to consist 



?4 



ANNl'AL KKI'Oltr OK 'I'tlK 



of the more capable in the grade and allowed to advance as rap 
idly as possible consistent with thoroughness. Any who are un 
able to keep up are dropped into the "B" section, and if any in 
the "B" section develop a capacity sufficient to enter the "A" di- 
vision they are promoted at once. At the middle of the year the 
"A" division is advanced to the next grade, thus enabling pupils 
to c(Mni)lctc the course in less than eight years if they have the 
ability and attainments. 

PROMOTIONS. 

AncUhcr question, as to how they shall be jjromoted, has 
burdened the thoughts of educators and furnished a prolific theme 
for educational writers for several years. In several of the large 
cities. New York, Chicago, St. Louis, Tittsburg and several oth- 
ers, the stated uniform examinations have been omitted, and the 
principals decide the question of promotion. Another method ex- 
cuses from final examination those who have reached a given per 
cent, in prior monthly or quarterly examinations. A more gen- 
eral practice of late is to let the pupil's success in daily work enter 
as a large factor in his promotion,, some one-half, others two- 
thirds and four-fifths. The end sought in all these metliods of 
coml)ining class standing and examination results is the lessening 
or removal of the evils that attend promotion examinations-- 
remedies to cure the brood of ills born of the examination system. 

Pupils are promoted on the judgment of teachers or on class 
standing, without examination, in grades below the High School, 
in sixteen cities, including Brookl)'n, San Francisco, Cincinnati, 
Denver, Washington, Indianapolis, Louisville, New York, St. 
Paul, Springfield, Mass., Newark, N. J., etc. In thirty (.)ther 
cities the examinations only count one-half or one third or one- 
fifth, the judgment of the teacher counting either one-half, two- 
thirds or four fifths. 

The use of the teacher's judgment in full or in i')art, in pro- 
moting pupils, is well nigh universal. 

I am a believer in the intellectual and moral competency of 
teachers as a class to express a true judgment as to the promotion 
of a pupil who has been under their charge. They certainK- are 
as well qualified to determine the comparative success of their pu 
pils as they are to read and correct examination papers. A 
teacher who does not know the fidelity and success of his pupils in 
dail)' work is ntit competent to teach and should be retired. ICver)' 



CHATTANOOGA PUBLIC SCHOOLS. 'y^ 

intelligent teacher is ready at any time to render a verdict respect- 
ing the success of his pupils, and knows better than written records 
can express, the fitness of the pupil to enter the next grade. With 
the majority of cases, the examination reveals to the teachers noth. 
ing which they did not already know. It seems to me absurd to 
subject a pupil to the final examination, who the teacher already 
knows, (from the work of that pupil done in the classroom during 
the year), is competent to advance to the next grade. 

The following passage from a monograph on this subject by 
Dr. Emerson K. White, issued as a circular of information by the 
United States Bureau of P'ducation, very fully expresses my views 
on this subject : 

"It seems unnecessary to add that the hohling of teaching examinations an- 
nually or semi-annually is a blind perversion of their purpose. The attempt thus 
to seeui'e wholesome, free, and fruitful teaciiing is much like the attempt to im- 
[irove the sanitary condition of a city by putting all its citizens into hospital twice 
a year and examining and dosing them to find out who is likely to be sick during 
the next six months. This would inaugurate 'system' and jiossibly magnify the 
sanitary otiicers, but it would only serve to make their quackery the more conspic- 
uous. The time for the medical diagnosis is the appearance of disease symptoms, 
and this escapes a time schedule. The times for teaching tests are tiiose occasions 
attending school instruction when there may be ignorance or failure that needs to 
be disclosed and known. 

"Moreover, how little basis there is for the assumption that the semi-annual 
examination actually discloses to the superintendent or principal any defects in 
teaching not already known ! The only persons that really learn anything of 
school instruction from the stated examinations are the teachers who read the pa- 
pers, and they pay dearly for the little which they actually learn. The assump- 
tion that a superentendent is endowed with such supernatural insight that he 
discerns errors in teaching in a mass of examination tables is one of those delusions 
that sometimes give a mysterious dignity to the supervisory oflice. It is true that 
such wisdom may be assumed in the presence of 'examination returns,' but we 
liave never seen a superintendent wise enough to extract teaching reforms from a 
mass of per cent, tables. The only purpose that can justify the annual or semi- 
annual examination is its necessity to determine the fitness of pupils for promo- 
tion, and if it be not needed for this purpose it has no useful place in school ad- 
ministration. So far as its influence on teaching is concerned, experience shows 
that it is the source of many more mischiefs than reforms. The teaching test 
needs to accompany instruction in order that it may correct, vitalize, and other- 
wise ii7ii)rove it." 

With us the teacher's judgment counts four-fifths, and a final 
examination (for all who have not reached 85 per cent, during the 
year) counts only one-fifth. I would favor a further elimination 
of the final examination by excusing all whom the teacher is con- 
fident should be promoted, and holding the examination for those 
only whose promotion is a matter of doubt. And even then allow 



^6 ANNUM- Itl'.l'oirr (II'' 'I'HK 



the devotion of the pupil during the year in recitation and his 
ability shown in the various tests employed by the teacher, to 
count four nflhs. 

1K)W the teacher shall secure the necessary information upon 
which to base correct judi^ment, is the only remainint]^ point to be 
considered in this connection. One plan is the daily marking of 
pupils; another, weekly or monthly reviews by teachers; another, 
lUaking estimates once a week or once a month ; another, the 
n^aking estimates once a term. 

'I'hc simplest of all these plans is tin- making;- a list of the pu^ 
pils (lualified for promotion at the time. No record except that 
in the teacher's memory. Several smaller cities use this method 
in the two or three lower grades. The teacher's judgment at the 
time of promoti(Mi is approved antl honored by the principal and 
superintendent. At the opposite extreme is the daily marking of 
the pupil as he recites. 

This was once a conunon practice in the C'c^lleges, and from 
tlu'iu, it was transferred to the High Schools and lower grades. It 
would be easy to show that while it might be proper in Colleges, 
(which we doubt), it would be wholly out of place where the meth- 
ods of instruction and character of work and ige of pupils is so 
entirel)' different. 

The daily marking of pupils should be abandoned in all Public 
Schools. It not only limits the freedom and power of the teacher, 
but it dissipates his energy and wastes valuable time. I doubt if 
any teacher can give his whole strength to instruction and drill and 
at the same time estimate and record the value of the pupils' recita- 
tion. The more attention that is given to marking, the less will 
be given to teaching. The marking of pupils as the)' recite kills 
true teaching, especially in large classes. 

Neither of the above extremes is employed in our schools. 
The teachers are reipiired to record an estimate of each pupil, in 
the various studies, at the close of each month. To assi.st the 
teacher in making these estimates, test exercises, in the nature of 
a review, are given by each teacher every week, which possess all 
the advantages of an examination without the objectionable features 
which usually attend the ordeal of a final examination It discloses 
the results of previous instructions and drill to the teacher, and to 
the pu[)il, his mistakes, misconceptions and ignorance. Another 



CIIATTANOOCiA PlIULIC KCIIOOI-S. ^7 



important fact is that the disclosures are made before it is too late 
to apply a remedy. 

These estimates include the industry, recitation and ability of 
the pupil, and serve as checks upon undue sympathy on the part 
of the teacher toward the pupil, and a means of defence in case 
the accuracy of his judgment is questioned. 

PHYSICAL TRAINING. 

That some system of physical training should be introduced 
into our schools needs, I trust, no argument. It is a matter of 
liumiliation to be obliged to admit that we are without it. 

A few calisthenic movements, conducted by those entirely 
ignorant of their design and unacquainted with the principles of 
their adaptation, is worse than nothing. Physical training needs 
expert supervision. We cannot afford to run any risk of injury to 
children by erroneous teaching or by false or wrong postures. 

If the teachers are required to teach physical training they 
should first be thoroughly instructed by one skilled in the art, not 
only as to how to perform the mechanical part, but how to adapt it 
to children of different condition and age. The neglect and in 
difference, often displayed by incompetent teachers, in the proper 
consideration of the disability and weakness of children, is amazing. 

I know the School Commissioners desire to introduce physical 
training into the schools, for they have so decided by vote, but as 
no appropriation had been made for it in the budget as adopted by 
the City Council, the matter is necessarily delayed for a time. 

MANUAL TRAINING SCHOOL. 

In 1 89 1 a manual training school was established and thor- 
oughly equipped for two of the three years' course of study 
adopted. 

The first year, aside from those who entered regularly, boys 
from the high school and eighth year in the grammar schools 
were allowed to take drawing and shop-work at the manual train- 
ing school. During the last year this privilege was withdrawn 
from the grammar school pupils, because, it was claimed, they 
were not sufficiently advanced to take the manual training work 
successfully. To continue the work of the third year, an addi- 
tional appropriation of .seven or eight thousand dollars mu.st be 
made. 

The work of the past two years has been under the man- 



5*8 ANNUAL REPORT OFITHE 



agement of W. E. Weatherly, principal, and the pupils have made 
very satisfactory progress. 

The enrollment has not been large, and the expense of estab- 
lishing and equipping such a school makes the cost per pupil out 
of all proportion with the cost per pupil in the other schools. The 
expense of this school will be found in the table of statistics for 
1892 and the table of expenditures for 1893. That formidable 
opposition to this school has developed, is beyond question, and I 
assume it has grown out of this fact of expense. 

Should it be deemed proper to continue this school 'after the 
coming year, (for which time you have decided to close it), I sug- 
gest, since the literary studies of the manual training course of 
study are already included in the course of study at the high 
school, that the pupils of the manual training school hereafter take 
that part of the course at 'he high school, thus avoiding the em- 
ployment of teachers in both buildings to do identically the same 
work. 

It is proper in this connection to correct the erroneous notion, 
sometimes entertained, that the object of the manual training 
school is to educate pupils for a trade An* extract from the last 
report of the superintendent of the Brooklyn schools is clear on 
this point : 

"In my judgment, no more money should be spent for higli scliool buildings 
for boys desiring a purely literary or commero-ial education, until some provision 
has been made for the training of those who propose to make the r living by the 
skilled use of their hands and eyes. While, perhaps, not all has been done that 
may be done for those who intend to be clerks and mercliants and professional 
men, nothing more should be done until those of the other class, who have hitherto 
been almost wholly neglected in our scheme of eduoatfon, have been provided with 
a means of training suited to their needs. 

"It should not be supposed, however, that a manual training school would be 
for the purpose of teaching specific trades. Such a purpose would be wholly aside 
from the object of public education and from the object directly in view in estab- 
lishing a manual training school. That object is, not to teach trades, but to teach 
the scientific principles — mechanical, chemical, and artistic — which underlie and 
condition all the mechanic arts, and to impart that accuracy to the eye and that 
skill to the hand which the successful prosecution of any of the arts requires^. 

"The manual training school is a type evolved directly from modern industrial 
society. A community that doe 1 not provide manual training for its children is 
hound to fail in competition with communities that make such provision." 

MEETINGS. 

During the last year the following meetings have been inau- 
gurated, each having a special purpose and function : 



CHATTANOOGA PUBLIC SCHOOLS. 5'9 

1st. The Teachers' Meeting, in which all the teachers and 
principals assembled for the discussion of general topics. 

2nd. The District Meeting, where all the teachers of one 
school assembled and, under the direction of the Principal of that 
school, studied systematically some one branch of school work. 

3rd. The Grade Meeting, in which all the teachers of the 
same grade met and discussed methods and plans pertaining strictly 
to that grade. 

4th. The Principals' Meeting, in which the principals and 
vice-principals, including the supervisor of music, assembled at the 
Superintenent's office to report regarding their tespective schools, 
and counsel together regarding future plans. 

5th. The assembling of the teachers in each building by the 
principal, to give directions for the coming week regarding in- 
structions which the Superintendent had communicated at the 
principals' meetings. 

TEACHERS' MEETINGS. 

The meetings of the teachers during the last year have been 
productive of great good. It was a rare event to record the ab- 
sence of a single teacher and never from trivial excuse. The 
discussions were general, the exercises of practical value, varied 
and instructive ; much the same plan will be pursued next year, 
and we believe with even more gratifying results. 

An interesting feature of our Teachers' Meetings last year, was 
the frequent presence of several members of the Hoard of Educa- 
tion. This action on the part of the Commissioners demonstrates 
an interest in the schools of which few cities can boast, and is 
fundamental in its influence and effects. When those who legislate 
and those who execute, when those who elect and those who 
serve, can be brought together, and the work in all its variety and 
importance made apparent, a sympathy and kind feeling is aroused 
which is healthful in its effects upon the entire school system. 

GRADE MEETINGS. 

The grade meetings have also been fruitful in good results, and 
during the coming year will be made a more prominent feature of 
the teachers' work by way of discussing specially the best methods 
and devices for natural science teaching in the lower grades, the 
best methods of teaching history by dictation, in years prior to 
those in which the text book is introduced, and the wisest use of 
•English classics in those grades using the fifth and sixth readers. 



()() ANNIAl. UKl'oi; I Ol' TlIK 



PRINCIPALS' MEETINGS. 

Vhc priiu'ip.ils' nuHliiii;s Uavc Ih-cmi the source of much of the 
success achicveil in the (Hi\-ftion of the harmonious woikinL;- of the 
schools. 'I'hey were lielil, withmit <v sin!_;K^ exception, ever)' 
uiH'k, ami, witli onl\' one exci~[)tion, i^n briila\- ni^ht in the sn 
|)erinti'ntleut s i>irici> In looking h.ick o\ t'l' tlu' \\\iv, 1 can 
scarce!)' see how the)' coulil ha\e been ilisiunsed with and the 
same i>\cellent resuUs attained. 

The woik o( the past week was tliscussed in detail rei^ardino- 
iMch Imiliiin!^ ami i;raile — ilelccts pointeil out ami pl.ms tor their 
1 emowil de\ ised. The li^llowinq" is the order of business adopteil : 

OKOl'.K OF lU'SINKSS. 

(i) Ri-.uliuL; minuti"s oi" prexitnis meetini;'. 

[2) C\umnunic<itit>ns from the Supiiinlendent 

(0 KcptMts.of Committees. 

(4) Reports o\ Principals and Supeiiutendenl oi' Music. 

{a) Attendance. 

(/') Tardiness. 

((■) CiMulition of schools and school buiklini^s 

[</) TeacluM's. 

((•) W'eekl)- teachiiii; tests, 

(/■) Difliculties. 

Ls^ SuLji^estiiins as to impriuements. 

(5) Matters of interest to all schools. 
((>) Unfmished business. 

[/) New business. 
{<r) Changes. 

(/') Arraniiino- proj^ram of Normal Class. 
((■) ArranLjiui;' for an)' public exercise. 
[d') New l\-atures t>f school work. 
(S) .\djournn\ent. 

.\ secretar)' was appointeil and .i full reconl oi all the pro- 
ceediuL;s is preserved. 

The woi k oi' the comiui]^ w eck was also canvassed and the pro- 
\isions which were made to successfully carry it out, the princpals 
weie expectcil \o m.ike known to their teachers, on the the iollow- 
Iul;' iMonda\-, when the)- assembled in tlu- meetiui;" reierre^l to 
above as Nw 5. Aside iVom the i^eneral i;ood to the schov^ls, 
the principals' meetiui; w.vs of sj^ecial \alue to the principals them 
sehes. A tree exch.uiL^e o[ idt\is, .uul the discussion of ditVer- 



t'li Ai rAN(M)(;A niiti.ic SCHOOLS. 61 



cnces of ()i)ini()ii, j^avc strcMi^lli .iiul hrcadtli to .ill their views and 
established a fraternal Ircliuij vvhicli foicver destroys petty and 
foolish rivah'y. 

It is with no sIIl^IiI dcj^i'ci' of pleasure: and [)ride that I iciall 
the work aceoinplisiu'd at tin* principals' meetings. Tluy will he 
eontiniied throuj^diotit the (oniing year. Tliey arc not secret 
meetings, but tlie conunissioners especially, and any patron or 
friend of the schools, will be heartily welcomed any T'riday ni;.;hl. 
Hie president and vice pi'esident of the Hoard of lulncation hon- 
ored us once or twice with their presence and counsel last yc-ar, 
and I hope more, if not all, will meet with us occasionally during 
the eonn'ng year. 

TEACHERS. 

The true teacher nnist have loll}' coiu'ei)tious of luiinan lile 
and duty, generous syinpalhies, ki'en discennnent ol lile's realities, 
and must fully appreei.ile its responsibilities and piivilegx-s. 

I lis conclusions should be di'liberate, his enactments wisi-, 
his administration just. lie should be full of kindliness and help- 
fulness in discipline, patient with dulhu-ss and tender of the weak' 
and unfortiniate. 1 le should not be a recluse, noi' moi'osc;, but 
|)ractical, full of common st;nse, tact antl worldly wisdom ; positive 
without rudeness, reiiiu-d without being effenn'nate. The goal of 
the teacher's endeavor is action, the: huil of all his toil is higher re- 
sults in the formation of character. 

A person can newer regulate and direct successfully the foices 
in others until he fust controls them within himself ".Self eon 
tr()l" is one of the most potent factors in a teacher's success. 
I'!very teacher should manifest a devotion in the interest and wel- 
fare of pupils that will convince them that he is tlu-ii' true hiend 
lie should not forget that the one great central idea of all enact 
ments relating to bad pupils is their reformation. 

With every day and every e.\ercise the teacher should enttr 
upon his work with a distinct and clearly defmed i)urpose, a fidl 
comi)rehension of what he designs to accomi)lish, a comprehension 
of the pupil's past achievements and the true relaticMi of his [)res- 
ent performance to his future progress. If to day is frittered away 
with aindess effort there is no basis for the work of tomorrow. 
This defnn'tc aim in the teacher is all im[)ortant— -this making each 
day's work but a stepping stone to the work- of the next. Discon- 
nected ficts are of little avail in education. 



62 



AXNTAL REPORT OF THE 



PRINCIPALS. 

The Principal, within well-defined limits, should be held to a 
strict responsibility. Out of his relations to the teact)er. the pupil, 
the parent and the Superintendent arise duties which it is his 
special function to perform. He should be familiar with the 
science of sanitary conditions in schools, and should apply his 
knowledg^e in the care of his building. He should be on the alert 
to discover the physical weaknesses in children, such as myopia or 
astigmatism, and provide for the defects. 

He should also be observant of mental and moral defects, and 
with the aid of teachers, if possible, devise a course of procedure 
that will be helpful to the child and arouse the gratitude of the 
parent. 

He should know the character of work in every room, and 
should extend such aid to teachers, by way of private criticism 
and suggestion, as the case demands. 

The Piincipal becomes the most efficient aid to the Superin- 
tendent, by faithfully executing his orders and suggestions, and 
reporting the results. 

Prof Maxwell, Superintendent of Brooklyn schools, says : 

"Perhaps the most important duty of all, is that the Principal 
should report faithfully, honestly, and without fear or favor, on the 
efficiency of every teacher under his charge. When a teacher is 
too ignorant or too indifferent to do effective work ; when she is 
beyond the reach of supervision, it is the duty of the Principal to 
say so firmly and manfully, and then if the Superintendent finds 
the Principal's judgement correct, the inefficient teacher should be 
removed by the Board of Education." 

The Principal should not report adverse to a teacher without 
first having made himself thoroughly familiar with the defects in 
her work, and having given her the benefit of proper criticism and 
aid. Otherwise he fails to do his duty. The Principal should be 
ever on his guard against the peril of insisting on doing everything 
in a certain prescribed way. The class teacher should be allowed 
reasonable liberty of thought and action, without which, no teach- 
ing can be effective, no sy.stem of schools can be progressive 



CHATTANOOGA PUBLIC SCHOOLS. 



63 



OBITUARY. 

On April 30th, 1892, three members of the high school met 
a tragic death. Wendell Sanders,. Blanche Barr and Bennie 
Cheney, together with a merry company of schoolmates, were en- 
joying the delights of a spring-time holiday among the wild flowers 
and forests along Chickamauga Creek. To give variety to their 
sports, a boat ride was suggested and provided for. By accident 
the boat turned over and those mentioned above were drowned. 
Desolate homes, broken hearts, weeping comrads and a city in 
mourning revealed the extent of our loss. None of the entire 
membership of the High School were more worthy of affectionate 
regard, none more devoted to the conscientious performance of 
duty, none who gave brighter promise of useful and noble lives. 



On September loth, 1892, three more pupils ot the high school 
were accidentally drowned in the Tennessee river, almost within 
sight of their homes, Ralph Curtis, Frank Curtis and George 
Sparks were suddenly called from the sunny skies of hopeful 
youth. Dr. Curtis, the father of Ralph and Frank was near the 
three boys when they were caught by the merciless current and 
carried beyond even a parent's rescue. 

One home was made childless and from the other was taken 
the only boy. A second time the High School building was 
draped with emblems of sorrow, while teachers and school mates, 
with sad hearts, mingled their tears about the vacant desks of the 
departed. Again the city paid its tribute of sympathy for shad- 
owed homes and hearts bereaved. In this instance also, the class 
mates felt that the noblest of their number had been stricken from 
their ranks. True it is that the memory of these noble boys 
furnishes beautiful examples of sterling integrity, correct habits 
and scholarly attainments. 



Prof. V. W. Leavitt, principal of the Third District school, 
after a brief illness, died in December, 1891. He had been con- 



64 



ANNUAL RKPORT OF THE 



nected with the schools little more than a year, but during that 
time had demonstrated his ability as an efficient teacher and suc- 
cessful disciplinarian. He was held in affectionate regard by his 
pupils and had won the high esteem of the teachers who were as- 
sociated with him. Striken down in the vigor and strength of 
sturdy manhood, a life of great usefulness so abruptly terminated, 
made the entire community deeply sensible of the great loss it had 
sustained. 



The death of Miss Nellie S. Gill occurred in October, 1892. 
For many years she had been an earnest and successful teacher. 
Miss Gill was a teacher in the Second* District school, and 
merited the profound respect in which she was held by those who 
knew ]ier best. Patient, kind and zealous in all. that was good, 
she lived a life so pure and sweet that the memory of her seems 
peculiarly sacred. It is not often that one is taken away whose 
loss is so deeply lamented. 



Thornton Ford, after a brief illness, died May 2nd, 1893. 

He was a member of the Junior class, and only a few days 
before his death, was among his school-mates, apparently in the 
flush of health and youthful vigor. Thornton's death was a sad 
shock to his companions, who had become warmly attached to him 
because of his many noble qualities. 

The High School was dismissed on the day of the burial and 
teachers and pupils gathered at the stricken home, a mourning 
company, to pay their last sad tribute to one whose hopes and 
plans were so suddenly terminated. 



CHATTANOOGA PUBLIC SCHOOLS. 65^ 



On the pages following will be found such tables as are thought 
necessary to give a comprehensive view of the school work, and 
such information as is likely to interest the officers and patrons of 
the schools. Numerous other tables could have been added, by 
copying the statistics on file in the office, had it been thought best. 
The limit, arranged by the committee in their contract with the 
publisher for tabular work, however, has already been reached. 

The introduction of cuts of the different scliool buildings is a 
feature of this report that will impress even our own people with 
the fact that Chattanooga is not behind her sister cities in providing 
elegant accommodations for the school children. 



66 



ANNUAL REPORT OF THE 



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70 



ANNUAL KKl'OKT OF TlIK 



Expenditures for Year Ending June 30, 1893. 





Siilarie> for 


Iniprovc- 




Current 








'J eiu'liers 


meuts and 


Fuel. 






«up])lies. 


TOTAI,, 




and Janitors. 


I<;xpeuses. 




Kxpcnse. 






l'"irst District 


$ S,!)20 (M 


$1,008 li 


$ 144 38 


$ 70 


27 


$105 03 


|I0,2(1S 03 


Second District and 
















Ili-ili School 


10,12() 11» 


231 68 


304 53 


188 


31 


143 58 


10,004 34 


Third District 


7,247 24 


280 21 


324 52 


110 


70 


03 10 


8,001 77 


Oihncr Street and 
















Howard Sidiool... 


7,550 04 


ii.'Ui 05 


171 72 


S4 


54 


105 10 


8,848 42 


Montn'onicrv Ave... 


7,40;i !)i) 


300 2!) 


i:55 00 


(iO 


01 


70 80 


7,070 59 


Mannal Training... 


2 175 71 


1,()()5 04 


180 00 


28 


04 


224 21 


4,222 60 


Superintendent and 
















Clerk 


2,(100 00 
1,710 00 












2.(i00 00 


Sui)ervisors Music 














and Drawing 


''";:,lr" !'o 00 












1,800 00 


Ofiice 




15 40 




83 


()5 


155 85 


240 90 


Teachers Examina- 








tion lor two years 
Advertising lor 








(14 


35 




64 35 




















44 
44 

82 
25 


00 
50 
45 
00 




44 99 










44 50 












82 45 


Police Reward 








25 00 














Total 


$47,832 81 


$4,387 53 


$1,279 15 


$887 


99 


$898 4G 


$55,285 94 



Receipts from Tuition in High School. 



Seiilenihcr $ 00 00 

October 102 75 

NoviMuhcr... 00 75 

Decend)er 98 40 

January 128 25 

Kebruarv 73 50 

Marcii..; 101 50 

April 86 50 

May ■ 126 30 

$906 95 



Urouglit forward 

Sc ra ]> i ron 

Fines for injured desks.... 

Total for last year 

Amount in Treasurer's ininds 

for former years 

Of the amount t'oliecled 
($926.80) $1.".4 was collected fr 
of Manual Traininu; School. 



$906 

16 

3 


95 
05 

80 


$926 
895 


80 
42 


$1,822 22 
last year, 
•om pupils 



Expenditures 



For Year Ending June 30, 1892 

KiMt $ 158 00 

Kxi)ense 582 85 

Repairs 1,546 43 

Fuel 1,086 87 

rrintiui-' 26 75 

Salaries 41,973 20 

$45,374 08 
Manual Training School. 

F(iui[)ment and 

repairs ...• $3,(l(;8 15 

Fxpense 372 13 

Salaries 3,0(52 96 (i,503 25 



Total $51,877 33 



For Year Ending June 30, 1891. 

Rent $ 055 00 

Fjxpense -573 97 

Repairs 920 14 

Fuel 1,228 04 

Furniture (>7 10 

Rrinting 294 78 

Salaries 40,147 (>\^ 



Total $44,186 72 



CHATTANOOGA IMTBLIC KCHOOLrt. 71 

Summary of Statistics for Year Ending, June 

30th, 1893. 

Numher wliite children, G to 21, July, 1892 3,757 

Niiniher colored childrcd, 6 to 21, July, 1892 .'5,007 

Total (;,7!)4 

Number different pupils enrolled, (white,) 2,768 

Number dificrent j)upils enrolled, (colored) 1,988 

Total enrollment 4,75(5 

Highest monthly enrollment 4,182 

Total number of days present 558,908 

Total niiml)er of days absent .')9,;->18.5 

Total number of days belonging 598,22().2 

Average belonging 3,;^(50.82 

Average daily attendance ;^,l.'-{9.98 

Number of days taught 178 

Per cent, of attendance on average belonging 9.'5.42 

Per cent. Of enrollment on enumeration 70.00 

('ostof tuition per pupil belonging $].'5.04 

(lost of tuition per pupil enrolled 9.21 

( 'ost of incidentals per pupil belonging ;^.] 1 

(Jost of incidentals per pupil enrolled 2.1!) 

Total cost per pujiil belonging 1(5.15 

Total cost per ])upil enrolled 1 1. 10 

Number (jj School Houses (i 

Nuud)er of Teaching njoms 80 

Number of Teachers, (male) 15 

Nund)er of Teachers, (fenuile) Tii 

Total number of Teachers cmjdoyed 88 



Summary of Statistics for Year Ending June 

30th, 1892. 

Nuud)er of white children, to 21 3,988 

Number of colored children, (J to 21 2,919 

Total (i,907 

Nuitdjer of different jmpils enrolled, (white) 2,(549 

Number of different pupils enrolUul, (colored) 1,940 

Total enrollment 4,589 

Highest monthly enrollment 3,839 

Total ninnber of days jjresent 496,288 

Tota 1 n u nd)er of days a bsen t 35,875 

Total nuirdjer of days belonging 532,163 

Average belonging 3,00(;.57 

Average daily attendance 2,803 88 

Nundier of days taught 177 

Per cent, of attendance on average belonging 9)5.25 

Per (!ent. of enrollment on enumeration (id. 43 

{'ost of tuition, per pupil belonging $12.54 

Cost of tuition, per pupil enrol I od 8.'^1 

Cost of incidentals, per })upil belonging 2.5i( 

Cost of incidentals, per pupil enrolled 1.(59 

Total cost per pupil belonging 15.13 

Number of School Houses 6 

Nund)er of Teaching room" 80 

Nuudn^r of Tea( hers, ( nuile) 1 1 

Number of Teachers, (female) 75 

Total ninubcr of Teachers employed 8(5 



72 



ANNUAL REPORT OF THE 



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March 27th, '91. 



Month Ending, 
Feb'y 27th, '91. 



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74 ANNUAL inoi'oK'r ok tiik 



('Conclusion. 

The <j;Tcat work set for tlie schools of America is the prepara- 
tion of the rising*- generation for loyal citizenship. Education takes 
on new si<^nficance, involves new methods and new spirit when it 
unilertakes to so train a whole generation of children that they 
shall be ade(iiiate for the duties which a new era is sure to impose. 
The nation is committiuL; its very existence, as well as its highest 
weal, into the hands of its three hundred thousand public teachers. 

There are more than thirteen million school children in the 
United States whom these teachers are expected to so impress that 
they will become producers, not paupers ; law-abiding citizens, not 
criminals; respectable members of society, not tramps; intelligent 
voters, not to(^ls for demagogues ; patriots, not partisans. They 
must be taught not only to admire truth and virtue but as voters, 
jurors, legislators and judges to prove faithful to their trust and 
hold their honor above price. They must be taught to demon- 
strate by their own living that integrity is not a myth. Teaching 
should stand high among the professions. The importance of the 
teacher's work cannot be stated in words. It reaches beyond the 
individual, enobles home, elevates society, strengthens the founda- 
tions of the State and dignifies the race. Those who enter this pro- 
fession should realize that they occupy the very centers of power. 
Pupils acciuire much ['vom text books, but what the pupils become 
depends much more upon the teaciier than the book. The final 
end of ail teaching is not knowledge but character. Society suffers 
more to-day from rascality than from ignorance. The State has 
more to fear from the man without honesty than from the man 
without learning Ignorance is pitiful but knavery is perilous. It 
is the duty of the teacher to inculcate right principFes of action, 
awaken a love for the true and a reverence for the right. The 
primary teacher should no longer be the inexperienced neophyte. 
Do we call the skilled physician to treat the older members of the 
famil)' and emplo}- the t)'ro to administer to the children ? To place 
the larger pupils in charge of skilled and efficient teachers and give 
to the little ones the untrained experimentalist would be equally 
unjust and unreast>nable. 

I am not so blind as to imagine or assert that Chattanooga 
has the best public schools in the countr\'. It would be unwar- 
ranted extravagance on my part to claim this when many of our 
teachers are given more i)upils than one i)erst)n can elficiently care 



CHATTANOOGA PUBLIC SCHOOLS. 7$ 

for, when we are without any system or special teacher of physical 
training, when wc lack much of the equipment needed for the va- 
rious grades, and when some members of our teaching corps have 
not had the careful preparation and training that many cities now 
demand. 

I sjicak plainly because I abominate pretentions, and unless 
the facts are clearly stated we cannot expect the proper authorities 
to offer a remedy. 

I will say, however, that we have much better schools than 
some whose claims far exceed ours. Most of our teachers have 
not only "kept school" but taught school with such skill, patience 
and devotion to their work as to challenge comparison with the 
best. There is system in every department, the best methods are 
employed and a loyalty and zeal manifested that has produced ex- 
cellent results. 

I feel under grateful obligation to the 'principals and teachers 
for their thoughtful consideration of my wishes and their cheerful 
deference to my judgment during my first year's service as their 
superintendent. If in their opinion I have made mistakes, I am 
sure that they, at the same time, have rendered charitable judg- 
ment. Whatever may be the verdict I have done what I believed 
was right and therefore best. 

The Commissioners of the Board of Education have, without 
exception, shown a confidence and extended courtesies which, 
though I may not merit, I surely appreciate and thankfully ac- 
knowledge. A. T. BARRETT, 

Superintendent. 



76 



ANNUAL REPORT OF THE 




Diagram 

Showing the bouiidnrii's of onch ward, railwiiys, etc. Tlie smallor eircle ropresiMits a radius 
of one mile, the hirger circle two miles. 



CHATTANOOGA Pt'BrJC SCHOOLS. 77 



COURSE OF STUDY 



CHATTANOOGA PUBLIC SCHOOLS. 



Arithmetic. 



FIRST YEAR. 

FIRST TERM. 

Countiiifj objects by one to one hundred, and by twos and 
threes to forty; countinj^ backward from ten to one; read and 
write numbers from one to fifty ; show how many twos, threes, 
etc. , there arc in the numbers to ten, by the laying of objects, 
such as corn, sticks, shoe pegs ; also, by the use of marks or dots 
on the blackboard. 

l^y means of objects teach the addition, subtraction, multipli- 
cation and division of numbers to six, inclusive. Wentworth & 
Reed's First Steps in Numbers, teacher's edition, in hands of 
teacher. 

SECOND TERM. 

Combination and separation of numbers through ten, using 
the numeral frame, splints and other objects. Halfs ofthe.se num- 
bers; thirds of three, six and nine; quarters of four and eight. 
Read and write numbers to one hundred. 

Counting by twos, threes, fours and fives to sixty. 

Adding by twos, threes, fours and five to thirty, on the slate 
and blackboard. 

Subtracting on the numeral frame and by the use of other ob- 
jects by twos, threes, fours and fives from numbers below twenty- 
one. 

Multiply all numbers from one to ten, inclusive, by two. 

Divide all numbers from one to twenty, inclusive, by two. 
Teach signs H-, — , X, =. Roman notations to LX. keeping in 
advance of the numbers of the reading lesson. Coins from one to 
ten cents, inclusive. Pint, quart, gallon. Day, week. 

Miscellaneous problems for rapid solution by adding and sub- 



78 ANNUAL ItKI'oK'l' <)l'' I'lIlO 



tractiiipf. Wcntwoith & Reed's First Steps in Numbers, teacher's 
edition, in hands of U-acdu.T. 

SECOND YEAR. 

I'lKST I'l'-.KM. 

C'ontinuc the method of previous ^ratle Notation and nu- 
meration of iunnl)crs to one thousand. Make up by the use of 
objects the addition and subtraction tables of the twos, threes, fours 
antl fives as far as ten, also use examples with a|)plied numbers. 
Practice the multiplicaticMi and division tables of the twos, threes, 
fours and fives as fu' as ten, usin<4 ohjt-cts and practical pioblems. 

Count ini;' by tluHx'S, fours, fives and si.xes to one hundred. 

Adding orally by fives, sixes and sevens 

Subtracting threes, fours, fives and sixes from numbers below 
thirty (Mie. ImiuI by the use of objects one-halt and one-fourth of 
eight, twelve antl sixteen ; also one-third of nine, twelve and fif- 
teen. Adding columns of figures oh the blackboard and slate, re- 
sults not to exct'iHl fifl\' in any cohunn. Addition of numbers of 
not more than threi> places and compost'd of figui'es h'om o to 5, 
inclusive. 

Siil>/r<i((ioii.—'V\\v subtrahend composed of figures fiom o to 5, 
inclusivi;, and the minuend composed of ain' of the ten figures. 

Miiltif^lication. — 'i'lu- multiplicand com[)osed only of figures 
h'om o to 5. inclusive, antl the nudliplier to be a single figure, any 
one of the nine digits. 

Division — The tlixisor limited to a single figure from one to 
li\t\ inclusive. Roman luHation to L.XX.X. Incomplete problems, 
sight exercises and mental exercises in great abimdance. Went- 
worth ^ Reed's l-'irst Steps in Numbers. teachtM-'s edition, in hands 
of teacher. 

SECOND TERM. 

h'xtend the aildition, subtraction, multiplication, and division 
t.diKs to the eights, iticlusive, pursuing the method of the previous 
term Notation and numeration extendetl to ten thousand. 

R(Mnan notation to C. 

Teach signs : and $\ also inch f(H)t, jaid, and complete the 
tables of I'^ederal mone)' anil time. 

Dail)' (.Irill in oral, rapid cond)inations of numbers, involving 
the four fundamental lules. .Appropriate examples on blackboard 
and slate, pursuing the method of first term Wentvvorth & Reed's 
h'irst Steps in Numbers, teacher's etlitie»n, in liaiuls of teacher. 



('iiA'r'rAN(»(»(i A riMtMc s('ii(i(ii,s. 79 



THIRD YEAR. 

I'IRS'I' TICKM. 

TIk; julditioii, subtraction, niviltiplication and division tables 
extended to twelve, inclusive. White's I^'Jementary Arithmetic to 
page 48, lesson XX. 

Keej) u[) the daily mental drill in rapid comloinations of small 
numbers, and pursue the method of the prec cdinj^r term. 

SKCONI) llsKM. 

White's IClementary Arithmetic to paj^'^e 84. 

Notation and numeration through hundred millions. Roman 
notation to M. 

i)aily mental drill in rapid tombiiialions. KiMpiire pupils to 
write numbers neatly and accurately, making fif^ures of the pro}Hr 
si/.e and form, and train them to do this without forminj^^ the habit 
of frecjuent erasures of the work. 

FOURTH YEAR. 

I'IKS'I' ll'.KM. 

White's I'.lemeiitary Arithmetic to paj^e 103, lesson XVI II. 
(live strict altciition to oral problems and important definitions. 
Train pupils to habits of accuracy and ra|)idity in all mental and 
written work. Use nf.,an-es of the proper size and foi'm, neatly 
written. Pupils should be trained to write the work correctly the 
first trial, so as to avoid formiuf.^ the habit of con^-tantly erasing and 
I'ewritini,'' a [)roblem. 

Rapid combinations, contractions, s(|uares of nundx is, c:tc. 

SKCONI) 'rKKM. 

Drill of first term contimud. White's Elementary Arithmetic 
to I'Vactions, with review of [problems on the fundamental i)rin- 
ciples. Supplementary problems m fractions in great abundance. 

FIFTH YEAR. 

l'IK.Si' •ncKM. 
Rapid combinations, s(]uares of numbers, oral problems of the 
book continued, and other sinu'lar problems sui)i)Iied Ijy the teacher. 
White's I'"Jcmentary Aiithmetic from Common I'^-actions, 
page 125, to miscellaneous problems, page 150, lesson ,\'VII. 
Recpiire a clear statement of principles and dcfiiulions in connec- 
tion with the work. 

.si':(:()Ni) ll'.KM. 
Drill in ra|)id combinations and oral work continued. White's 



80 



ANNUAL REPORT OP TIIK 



Elementary Arithmetic to Denominate Numbers, page 183. Re- 
quire accuracy, facility and neatness in all written work upon slate, 
blackboard and paper. 

SIXTH YEAR. 

FIRST TERM. 

White's Complete Arithmetic to Denominate Numbers, page 
112. Rapid review of the fundamental principles and fractions. 
Processes should be taught and well understood. Rules should 
rarely be memorized. 

SECOND TERM. 

Continue the drill of the first term. Require pupils to under- 
stand and give reasons for processes. White's Complete Arithmetic 
to page 145. 

SEVENTH YEAR. 

FIRST TERM. 

Drill in oral problems and rapid combinations continued. 
Processes first, and then accurate statements of those processes 
should be made by the puj'ils. Rules should rarely be memorized. 

White's Complete Arithmetic from Mensuration, page 157, to 
Applications of Percentage. 

SECOND TERM. 

White's Complete Arithmetic to Partial Payments, page 230. 
Require pupils to understand and perform with facilty the ordina- 
ry business problems of interest, profit and loss, percentage, etc. 

EIGHTH YEAR. 

l<lKSr TERM. 

Methods of previous grades continued. Rapid combinations, 
oral exercises and practical business problems frequently practiced. 
Frequent and correct analyses. Full and lucid explanations. 
White's Complete Arithmetic to Ratio and Proportion, page 275. 

SECOND TERM. 

Continue drill and methods of first term. White's Complete 
Arithmetic completed, including metric system. Review, if time 
permits. 



Reading and Spelling. 



FIRST YEAR. 

FIRST TERM. 

Reading. — Words and sentences from blackboard, chart and 




Il i 



1 » / 




a 



CHATTANOOGA PITBLIC SCHOOr,S. 8l 

McGufifey's First Reader to page 35. Word and phonic methods 
to be used in conjunction. Take a short word familiar to the 
children, as hat, cat, mat, etc., present the object or a picture of 
it, talk about it, and awaken art interest in the minds of the chil- 
dren, then place the word representing the object upon the black- 
board in script, to be learned as a whole. Present one or more 
new words each day, and soon the children will be able to read 
easy phrases and sentences. 

Be sure the pupil knows at sight, and can use in an oral 
sentence, each new word in the reading lesson, before giving the 
next new word. As soon as enough words are known to form 
short, easy sentences, require reading with appropriate expression. 

Teach the, use of «, an and the in connection with some word, 
as a man, the cat, etc., so as to insure a proper pronunciation. 
Require pupils to give oral repetitions of stories, and descriptions 
of familiar objects, also teach them to observe and tell what they 
can see in a picture. Correct all ungrammatical expressions, and 
teach pupils to use correct language and well finished sentences. 

Spelling. — Spelling by sound should be constantly practiced 
from the beginning and continued throughout the term. As soon 
as the class has acquired a good vocabulary of words, then the 
letters should be introduced, and a systematic method of spelling 
familiar words by letter should be commenced and continued 
throughout the grade work. In all oral spelling teach the proper 
pronunciation of the syllables. 

SECOND TERM. 

Reading. — Chart Drill continued. McGuffey's First Reader 
finished, and supplementary reading. 

Pursue the method of first term. The meaning of new words 
.should be illustrated by sentences formed by the pupils themselves, 
and if necessary, the teacher by suggestive questioning may assist 
in the development of these sentences. 

Particular attention should be given to tone and expression in 
reading. Teach the names of all punctuation marks occurring in 
the reading lessons with simple explanations of their use. 

Spelling. — Spelling continued by .sound and letter as in pre- 
vious term. Pupils should also copy words and sentences on their 
slates from the black-board and readers. 



82 ANNUAL KKI'oirr OF 'V\IV, 



SECOND YEAR. 

FIRST TERM. 

Rtini/iug. — McGuffey's SeconcJ RcadtM- to Lesson XLI. Stick- 
ncy's ami Appleton's Vwst Readers, with other supplementary 
readint^- of the qrade of an easy Second Reader to be introduced 
for sight reading. 

Meaning of words and phrases selected from the Reader, and 
words in ordinary use. Pupils should be recjuired to know at sight, 
and understand, the contents of the lesson. 

They should be required to form sentences, using new words 
that occur in the lesson. Teach abbreviations of the names of 
days and months, and other common abbreviations, suited to the 
grade. 

Spelling. — Phonic, oral and written .spelling of words occur- 
ring in the reading lessons ; also other words in common use that 
are liable to be misspelled. 

SECOND TERM. 

Reading. — Finish McGuffey's Second Reader. Stickney's 
and Appleton's Readers, and other supplementary reading may be 
used for practice, so as to enable the pupils to read fluently, at 
sight, any easy selection of the Second Reader grade. Follow 
directions given for first term in regard to punctuation, abbrevia- 
tions, etc. 

Spelling. — Pursue the method of the preceding term. 

THIRD YEAR. 
FIRST TERM. 

Reading. — McGuffey's Third Reader, to page 95. 

Drill in difficult combinations, expression, accent, inflection, 
emphasis, etc. The meaning of words and phrases, good articu- 
lation, and a correct pronunciation to be carefully taught. 

Supplementary reading. 

Spelling. — Words contained in the reading lessons and Mc- 
Guffey's Speller, to page 21. Sounds of vowels and consonants, 
writing and marking them correctly. Oral, phonic and written 
spelling. Words should frequently be given in a sentence and 
their meaning and spelling required. Names and use of punctua- 
tion marks used in books of the grade. Abbreviations of words, 
commonly abbreviated, which occur in books of the grade. 



CHATTANOOGA PUBLIC SCHOOLS. 8^ 

SECOND TERM. 

Reading. — McGuffey's Third Reader finished, and supplement- 
ary reading. 

Contiunc the method of the first term, and to assist the pupils 
in gaining knowledge by silent reading, let them read a paragraph 
silently, and then state the substance of what it contains 

Do not allow the pupils to read mechanically, but require 
them to express the thoughts of the lesson in such a manner that 
those who listen can readily understand them. 

Spelling. — Review first term's work with six pages additional. 
Lessons from the Reader. 

FOURTH YEAR. 

FIRST TERM. 

Reading. — McGuffey's Fourth Reader to page 113. Drill in 
vocal sounds and difficult combinations continued. Drill in artic- 
ulation, expression, meaning of words, punctuation marks, and 
elementary sounds. 

Supplementary reading. 

Spelling. — Spelling continued as in preceding grade. Lesson 
from the Reader, with definition. 

McGuffey's Speller — Review of previous term's work, and to 
page 35- 

SECOND TERM. 

Reading. — McGuffey's Fourth Reader completed, and sup- 
plementary reading. Continue the drill of the first term, and give 
special attention to accent and inflection, with definitions. 

Teach reading so that the pupils will grasp the thought of the 
lesson and give the proper vocal expression to that thought. 

Spelling. — Pursue the method of the first term. In oral spell- 
ing always require the pronunciation of each word and syllable. 

In written spelling occasionally use the diacritical marks, and 
see that the pupils understand the sounds of vowels and consonants. 

Sometimes give a sentence or paragraph, and select words for 
spelling requiring the definition. 

McGuffey's Speller to page 50. 

FIFTH YEAR. 

FIRST TERM. 

Reading. — McGuffey's Fifth Reader, first third of the book. 
Drill of previous grade continued and extended. Supplement- 
ary reading. 



84 ANNUAL KKrORT Ol.^ TlIK 

Spelling. — Phonic, oral and written continued. 
Words selected from the Reader with definitions, also from 
other lessons. McCiuffey's Speller pa|^c 50 to 65. 

SECOND TERM. 

Reading. — McGuffey's Fifth Reader, second third of the book. 

Drill in vocal cxcrci.ses, definitions, modulation, (juantity and 
quality. 

Spelling. — Spelling continued as in first term. McGuffey's 
Speller to page 80. 

SIXTH YEAR. 

I'lKST ri'.KM. 

Reading. — McGuffey's Fifth Reader, complete; also practical 
exercises in review, illustrating accent, inOection, emphasis, etc. 
Supplementary reading. 

Spelling. — Continue the method c^f the preceding grade. Mc- 
Guffey's Speller to page 95, with review. 

SECOND TERM. 

Reading. — Classics for children, as directed by Superintendent. 

Spelling. — McGuffey's Speller to page no, with review. 
Words from the reading lessons and from other lessons as in pre- 
vious grades. Definitions and marking of words as in previous 

grades. 

SEVENTH YEAR. 

FIRST TERM. 

Reading. — McGuffey's Sixth Reader. — First half of the book. 

Spelling. — Miscellaneous words from text-books Speller to 
page 120, with review. Definitions and diacritical marks as in 
previous grades. 

SECOND TERM. 

Reading. — McGuffey's Sixth Reader, second third of the book. 

Spelling. — Miscellaneous words from text-book. Speller to 

page 130, with review. Definitions and diacritical marks as in 

previous grades. 

EIGHTH YEAR. 

I'lKST TEKM. 

Reading. — McGuffey's Sixth Reader, completed. 
Spelling. — Methods previously outlined continued. McGuf- 
fey's Speller completed, with review. 

SECOND TERM. 

Readij/g. — Classics for children, as directed by Superintendent. 
Spelling. — Methods previously outlined continued. McGuf 
fey's Speller, general review. 



c;hattan()oua public schools. 8^ 

LANGUAGE AND GRAMMAR. 



FIRST YEAR. 



FIRST TERM. 

The pupils should be taught how to see and and what to see in 
common and familiar objects, and how to distinguish between 
what is seen and what is known through other senses. The uses 
of common and familiar objects, with their different shapes and 
colors to be pointed out and distinguished ; the names of the ob 
jects so distinguished should be placed upon the black-board and 
taught as whole words ; pupils should be taught to describe com- 
ponent parts of objects and their uses ; positions of objects should 
be taught by the use of splints, pencils, etc., and be further 
illustrated by the drawing of lines on the black-board and slates. 
Objects for conversation exercises may be furnished by the children, 
such as the following : 

Toys and pets, familiar objects in the school room, articles of 
clothing, fruits, etc. Require complete sentences. Teach forms 
of polite language, such as '"Thank you," "Excuse me," "Good 
morning," etc. 

Use Long's language Exercises to Lesson 26. These exer- 
cises are to be used orally until the pupils are able to write. 

SECOND TERM. 

Continue the practice of the preceding year. 

Conversation in connection with reading and oral lessons. 
Careful correction of all errors of speech. Copying of short sen- 
tences and maxims from the reader and blackboard. Filling blanks 
in sentences by the use of words from the list kept on the black- 
board. The teacher to write the word selected by the pupil, and 
then have the class read the sentence. 

Require from the first correct use of capital letters, the pro- 
noun, I. and the interjection, O, the period and interrogation mark. 

The child should gain the habit of accurate observation and 
definite expression, as well as added knowledge and an intelligent 
interest in the world about him. These lessons are valuable not 
merely for the facts and information acquired, but also as a means 
of forming right habits of attention, observation and expression. 
The teaching should be so directed as to strengthen these habits in 
the pupils. The instruction should be made interesting and 
attractive to the children. 

Use Long's Language Exercises to Lesson 62, inclusive. 



ANNUAL REPORT OF THE 



SECOND YEAR. 

FIRST TERM. 

Familiar objects in addition to those of the previous grade, to 
be observed and described by the pupil. A careful study and 
description of pictures. 

Special attention should be given to promoting the habit and 
powers of observation, and the correct use of language. 

Objects to be described more minutely than in the previous 
grade. 

The use of tJiis and that, these and those to be taught by the 
proper use of objects and sentences. Teach the proper use of is 
and aj'e, saw and seen. 

Write easy sentences from dictation. Supply omitted words 
in sentences. Oral exercises in reproducing stories which have 
been told or read by the teacher. Writing sentences containing 
given words. 

Exercises in quotations and the memorizing and reciting of 
gems of prose and poetry are to be taught with a view to develop- 
ing a taste for good literature, inculcating ennobling thoughts and 
right principles of action. 

Long's Language Exercises, Second Reader grade, to Lesson 
30, inclusive. 

SECOND TERM. 

Continue the method of the first term, teaching the qualities, 
of objects, to assist in acquiring the habit of observing the parts 
and comparing the qualities of different things, noticing likenesses 
and differences. 

Write compositions on familiar objects. Picture lessons, oral 
and written should be given. Lessons on color of animals, flow- 
ers, etc. 

Let the children describe briefly objects and observed actions 
— first orally and then in writing. Descriptions of simple pictures^ 
oral and written. In each language exercise there should be a 
definite purpose, a method, and a result. The result may be a sim- 
ple statement, which should be written upon the board and upon 
the slates. From the very first every sentence should begin with 
a capital and close with the proper punctuation mark ; three uses 
oi capital letters — at the beginning of every sentence, the first 
word of every line in poetry, and names of persons and places. 
All answers to questions should be given in complete sentences ; 



CHATTANOOGA PUBLIC SCHOOLS. 



67 



every recitation should be a lesson in language and pronunciation. 
Correct every faulty expression. 

Finish Long's Language Lessons, part L 

THIRD YEAR. 

FIRST TERM. 

Continue the method of the preceding grade ; conversation 
on reading lessons, the telling of stories and other oral exercises 
in the use of language. Written exercises, including descriptions 
of animals and plants, pictures and reproduction of brief stories. 
Frequently ask your pupils, when they have told you something, 
to tell the same thing in another way. When one expression is 
decidely better than another, lead them to choose it. 

Knox-Heath's Elementary Lessons in iMiglish to chapter IV, 
part I, in the hands of the teacher. 

SECOND TERM. 

Write sentences and short descriptions daily on subjects which 
the pupils fully comprehend. Observation lesson on plants and 
animals. The preparation for each exercise should be an oral 
lesson, calculated to develop thought. The teacher should have 
a definite pmpose in each exercise, a method and expect a definite 
result from the pupils. Short stories may be read, and the pupils 
required to reproduce them in their own language. Teach the 
proper use of capitals in proper names, days of week, etc. Des- 
cription of pictures, with addition of what may be imagined. 
Object Lessons and Compositions — The hand in man and its sub- 
stitute in animals. The coverings of animals ; their intelligence as 
compared to man ; anecdotes in illustration. The instruments 
used by animals for attack and defense. 

Introduce simple letter writing. 

Elementary Lessons in English to chapter IX. 

FOURTH YEAR. 

FIRST TERM. 

The telling of important items of news. Observation lessons 
on plants and animals. Compositions, reproduction of short 
stories from American History, read by the teacher, fables, etc. 
Narratives of journeys, Letter writing. Knox-Heath's Element- 
ary Lessons in English, Part I, in the hands of the pupil, first ten 
chapters. 

Language Exercises for training the memory and imagination. 
See appendix to Teacher's Edition. 



88 ANNUAL REPORT OF THE 



Teachers should bear in mind that the course of study in com- 
position is based upon daily work. No good will be derived 
unless a constant practice in writing and developing of ideas is 
kept up. 

There is no rest and no end. 

SECOND TERM. 

Continue work as in first term. Have the pupils vary sen- 
tences by changing the number of the nouns, form of the sentences, 
etc. Teach them to make sentences more concise without sacri- 
ficing clearness. Description of pictures with addition of what 
may be imagined. Reproduction of stories, fables, etc. 

At times allow each pupil to select his own subject and write 
of anything that interests him. Dictation — paragraphs, including 
questions, quotations, more common abbreviations, etc. 

Lessons for training the memory and imagination continued. 

Knox-Heath's Elementary Lessons in English, part I, in the 
hands of pupils. Finish the book. 

FIFTH YEAR. 
FIRST TERM. 

Harvey's Elementary Grammar to page 42. 

Objects, definitions, sentence, quotation marks, parts of 
speech, the noun, number, abbreviations, contractions, elements of 
a sentence, predicate, principal and subordinate elements of a sen- 
tence, verbs, classes of verbs, adjective and the article. 

The sections on sentence making, composition and incorrect 
language are to be carefully taught. 

In analyzing sentences use the foiTns given in the book Com- 
positions throughout the year from object talks, dictation exercises, 
and current events, ; on topics in natural history, objects of interest 
in the city or country, travels of pupils at home or abroad. Com- 
positions to be written first on slate or paper, corrected, and care- 
fully copied. Synthetic exercises in language ; descriptions from 
questions. Stories based on pictures, 

SECOND TERM. 

Harvey's Elementary Grammar to Part H. (Omit sections 
31, 33. 34. 38 and 47.) 

The pronoun, the adjective element, the personal pronouns, 
relative pronouns, adverb, adverbial element, preposition, phrase, 
conjunction, compound elements, simple sentences, compound 
sentences and interjection. 



CHATTANOOGA PUBLIO SCHOOLS. 89 

SIXTH YEAR. 

FIRST TERM. 

Harvey's Elementary Grammar to page 112, section 92. 
(Cautions, page 97 and 102 not to be committed ; but the attention 
of the pupils should be called to them and the proper use of lan- 
guage inculcated by using correct sentences in place of those given.) 

In studying the conjugation of the verb, commit the synopsis 
first. Practical language, oral and written, to be carefully taught. 
Take up sections 31, 33 and 34. 

Properties of the noun — gender, number, person and case — 
formation of the plural, declension, properties of the pronoun, per- 
sonal pronouns, possessive pronouns, relative pronouns, declension, 
relative clauses, interrogative pronouns, descriptive adjectives, 
definitive adjectives, properties of the verb — voice, mode tense, 
person and number — signs of the tenses in the active voice, auxil- 
iaries, conjugation of the verb "to be." 

Exercises in composition, to make pupils familiar with the 
correct use of words, particular attention being given to such irreg- 
ular and auxiliary verbs as lie, lay, sit, shall, ivill, has, have, etc., 
and personal pronouns. The writing of stories based on pictures ; 
the description of animals, plants, countries, etc. Give careful at- 
tention to punctuation and the proper use of capital letters. All 
oral lessons should form the basis of composition work. 

SECOND TERM. 

Harvey's Elementary Grammar, page 112 to 133, also section 
119, and part HI. Conjugation of the verb "to love," co-ordinate 
form of conjugation, regular and irregular verbs, defective and re- 
dundant verbs, classes of adverbs, the preposition, the conjunction, 
Complex sentences (section 47), the interjection. 

The sections on composition, caution, false syntax, parsing, 
rules for syntax and forms for analysis, are to be taken up in their 
order as they occur. Stories from outlines. Business letters and 
papers. 

Dictation exercises. Selections in prose and poetry. Repro- 
duction of stories and fables. 

SEVENTH YEAR. 
FIRST TERM. 

Harvey's Revised English Grammar, pp. 25 to 73, inclusive, 
with a continuation of drills in the analysis of easy sentences. 
Only the definitions printed in large type, and the more useful 



90 ANNdAL KKPOKT OF THE 



"cautions" are to be memorized. Everything should be thoroughly 
taught, and clearly understood, before the pupils are required to 
commit it to memory. 

Compositions throughout the year. Special attention to be 
given to punctuation and paragraphing. Description of journeys, 
real or imagined ; narrations of personal experience and observa- 
tion ; descriptions of current events ; prose selections from dicta- 
tion, and poetic selections from memory for drills in punctuation 
and capitalization. Letter writing. 

SECOND TERM. 

Beginning with the Verb, page 73, study Classes with Respect 
to Use ; Classes with Respect to Form ; Properties — voice, mode, 
tense, number, and person ; Conjugation ; Irregular Verbs (thor- 
ough drills); Defective and Redundant Verbs, adverbs, preposi- 
tions, conjunctions, interjections, Use the Readers a portion of 
the time for practical illustration of topics in Grammar. Constant 
practice in analyzing and parsing. 

EIGHTH YEAR. 
FIRST TERM. 

Harvey's Revised English Grammar, pp. 136 to 168. Give 
careful attention to analysis of sentences. Occasional exercises in 
parsing, reviewing such parts of etymology as may seem necessary. 

Letter writing ; business papers ; short biographical and his- 
torical sketches from outlities ; general review of capital letters, 
punctuation marks, and paragraphing. 

Rules of Syntax to be referred to as needed. 

SECOND TERM. 

Harvey's Revised English Grammar to page 253. 
Composition work as in preceding term. 



WRITING. 



FIRST YEAR. 

FIRST TERM. 

Commence with short, simple words of small letters in script. 
Each word to be written neatly on the black-board by the teacher, 
and copied by the pupils on the slate. After a little practice on 
words as a whole, commence a regular and systematic drill on the 
elements and principles of the small letters according to Payson, 
Dunton and Scribner's system of penmanship, giving careful atten- 
tion to slant, correct position of the slate and pencil-holding. Do 



CHATTANOOGA PUBLIC SCHOOLS. 9l 



not allow pupils to write with short pencils, and acquire a habit of 
improperly bendinp;' the fingers in grasping or holding it, but re- 
quire them to have a long, light pencil, and always hold it correctly. 

SECOND TERM. 

Continue the method of the last term. Capital letters to be 
learned during the term by practicing upon familiar words contain- 
ing them, such as Apple, Hat, Knife, Cap, Whip, etc., also prac- 
tice the seventh, eighth and ninth principles of the capital letters. 
Make use of the writing chart, black-board and slate. 

Each pupil must be taught to write his name and place of 

residence. 

SECOND YEAR. 

FIRST TERM. 

Writing. — Continue the drill of previous grade, using slate, 
black-board and chart. Special writing lesson, each day. on short 
sentences taken from the reading lesson or dictated by the teacher. 

SECOND TERM. 

Wfiting. — Continue the methods of the first term, and use 
Payson, Dunton and Scribner's copy book No. i, the exercises 
being first taught from the black-board. 

THIRD YEAR. 
FIRST TERM. 

Wnting. — Copy Book No. i, completed. Pen and ink to be 
used. Special lessons should also be given in the formation of 
letters, elements and principles. 

SECOND TERM. 

Drill of first term continued. Copy Book No. 2. 
FOURTH YEAR. 

FIRST TERM. 

Drill of previous grade continued. Copy Book No. 3. 

SECOND TERM. 

Copy Book No. 3 completed. Continue the drill in the for- 
mation and analysis of letters, 

FIFTH YEAR. 

FIRST TERM. 

Copy Book No. 4. Special attention given to writing in all 
other written exercises. 

SECOND ti:rm. 
Copy Book No. 4 completed. 



92 ANNUAL REPORT OF THE 



SIXTH YEAR. 

FIRST TERM. 

Copy Book No. 5. Drill of previous grade continued. Prac- 
tice in the hand, arm and finger movements. Give attention to 
spacing. 

SECOND TERM. 

Copy Book No. 5 completed. Continue the drill of the first 

term, 

SEVENTH YEAR. 

Copy Book No 6. Practice in the writing of sentences from 

dictation. 

EIGHTH YEAR. 

FIRST TERM. 

Copy Book No 6 completed. Exercises to secure rapidity 
of executian as well as accuracy of form. 

SECOND TERM. 

Copy Book No. 7. Practice exercises to secure free move- 
ment, rapidity and accuracy. 



GEOGRAPHY. 



SUGGESTION TO TEACHERS. 

It is not assumed that any of the teachers will be servile users 
of the text-book, or that they will fall into the habit of teaching a 
sort of legendary geography (as many teachers have done), but I 
am sure their work would be enriched by frequent consultation of 
reference books. I wish that each teacher possessed the book en- 
titled "Methods and Aids in Geography," by Charles F. King. 
It should be introduced as a "Manual." But since it is not I can 
only ask that you study its chapters and use its devices. You are 
specially directed to chapters XI and XII in teaching the following 
course of study. 

THIRD YEAR. 

FIRST TERM. 

Cardinal points of the compass ; distance, direction ; the idea 
of a map ; use of the foot rule and yard stick ; drawing to different 
scales, plans of desk, school room, ground floor of school building 
and school yard. Draw a map of Chattanooga, and indicate the 
location and direction of principal streets, street railroads and pub- 
lic buildings. 



CHATTANOOGA PUBLIC SCHOOLS. 93 

Outline map of Hamilton County ; name and locate principal 
mountains, rivers and cities of Tennessee. Develope the idea of 
trade and commerce. 

The teacher should mould the city, representing a mile by 
six inches. Difference between the waters of Tennessee River and 
Gulf of Mexico. Develope idea of source, course, current, bed, 
confluence, affluent tributary, banks, channel, basin, drainage, 
water-shed, delta. 

SECOND TERM. 

Progressive outline map of Tennessee to be filled up by pupils 
as the study proceeds — railroads, inhabitants, productions, climate, 
government, soils. 

The world as a whole. The form of the world illustrated. 
The two motions stated but not explained. Show from the globe 
hot and cold parts ; zones, hemispheres, continents, grand divisions, 

oceans. 

Elementary Geography to page 17. 

FOURTH YEAR. 

FIRST TERM. 

Begin with North America. Draw: i. The sketch of the 
map. Have pupils copy and study {a) general form and extent ; 
{h) rivers, mountains. Fill in plateaus. Teach the names of the 
most important mountains, plains, plateaus, and valleys. Fill in 
the river systems and lakes. Study the most important. Locate 
the largest cities. Review North America, and learn definitions 
in front of book as needed. Study United States as far as West- 
ern Section of Southern States to page 36. The map of United 
States and sections need not be drawn until next term. 

SECOND TERM. 

Begin on page 36, Elementary Geography. 

Study Western Section, Southern States, Central States, North- 
ern States, Western States and Territories Northwestern States, to 
page 55. 

Review definitions to page 10, inclusive. 

FIFTH YEAR. 

FIRST TERM. 

British America, Mexico, Central America. Develop map of 
South Carolina as the subject is studied. 
Review pages 5 to 16. inclusive. 
Draw outline map of Europe. 

SECOND TERM. 

Develop map of Europe and complete Elementary Geography. 



94 ANNUAL REPORT OF THE 



SIXTH YEAR. 

FIRST TERM. 

Study the Complete Geography to page 21. 

All definitions are to be properly taught and memorized by 
the pupils ; but no other portion of the descriptive text to be com- 
mitted to memory or recited by repeating the author's language. 

In studying North America the map should be drawn and de- 
veloped. Mould the continent. Use the following outline in the 
study of a continent: 

1. Position. 

2. Boundaries, Oceans, etc. 

3. Mould in sand, if possible. 

4. Draw outline map and study : 

(i) General form and extent. 

(2) Coast. 

(a) Projections — Peninsulas, Capes. 
(d) Indentations — Seas, Gulfs, Bays. 

(c) Connections — Isthmuses, Straits, Channels. 

(3) Islands. 

(4) Relief. 

(a) Elevations — Mountains, Peaks, Plateaus. 

(d) Depressions — Sloping Plains, Great River Val- 

leys. 

(5) Drainage. 

(a) Rivers. 
(d) Lakes. 

5. Climate. 

(i) Influence on Latitude, 

(2) Influence on Elevation. 

(3) Influence on Ocean Currents. 
6 Soil. 

7. Productions. 

(1) Agricultural. 

(2) Mineral. 

(3) Manufactured. 

8. Natural Advantages. 

9. Animals. 

10. Population. 

(i) Races. 

(2) Occupations. 

11. Political Divisions. 

12. Cities. 

13. History. 



CHATTANOOGA PHBLIC SCHOOLg. 95^ 

SECOND TERM. 

Begin with study of United States in Complete Geography, 
and study the sections of United States, Central America, Mexico, 
West Indies, British America, South America. 

SEVENTH YEAR. 

FIRST TERM. 

Study Europe. Draw and develop a map of Europe, filling 
in principal mountains, rivers, seas, gulfs, countries, their capitals, • 
important cities. 

Review the United States, beginning with Tennessee, page 27, 
taking to Commercial Geography, page 56. 

SECOND TERM. 

Begin with Asia, page 85, and finish the Complete Geography. 



UNITED STATES HISTORY. 



FIFTH AND SIXTH YEARS. 

Oral lessons in History should be given to the Fifth and Sixth 
grades. These lessons should be familiar and conversational, and 
should be based upon a brief general outline which will be furnished 
by the Superintendent, and which should be carefully fixed in the 
minds of the pupils. 

Recitations from a text-book in History will begin with the 

seventh year's work. 

SEVENTH YEAR. 
FIRST TERM. 

The following topics will be comprised in the first term's 
work: 

I. Pre-Columbian Voyages and Discoveries. 

n. Early Inhabitants of America. 

III. Discovery and Naming of America. 

IV. Attempts at Exploring and Colonizing America. 

V. Permanent Settlements: Virginia, Massachusetts, New 
Hampshire, Connecticut, Rhode Island. 

SECOND TERM. 

The following topics will be comprised in the second term's 
work : 

I. Permanent Settlements, completed. 

II. Inter-Colonial Wars. 

III. Colonial Civilization. 

IV. The Revolutionary War. 

IV. Adoption of the Constitution. 



96 



ANNUAL REPORT OF THE 



EIGHTH YEAR. 

FIRST TERM. 

The following topics will be comprised in the first term's work : 
I. Admistrations of the Presidents from Washington to 
l^uchanan, inclusive. 

II. The Civil War, to end of the second year, April, 1863 

SECOND TERM. 

Complete and review the whole subject. 

GENERAL SUGGESTIONS. 

Pupils may provide themselves with either Barnes' Brief His- 
tory of the United States or Montgomery's Leading F"acts of 
American History. Both will be used in the class, and the recita- 
tions will be conducted topically To accomplish the best results, 
it is desired that the two books be about equally represented in 
each class. 

All verbatim recitations of paragraphs should be prohibited, 
and the pupils required to state the facts in their own language. 
Only a few indispensable dates should be committed to memory. 
The sequence of events, rather than the exact date of each, is usual- 
ly important. The geography of the country should be studied in 
connection with its history. Maps should be used whenever prac- 
ticable — either wall maps, the maps given in the books, or those 
constructed by the pupils themselves 

Frequent reviews are of the highest importance. These re- 
views should be of three distinct forms: The Chronological, which 
is the method followed in the text-books; the Biographical, which 
recpiires the ))upil to state all that has been learned regarding cer- 
tain indivitluals; and the Geographical, which groups all important 
facts relating to the history of a locality. 



Natural Science. 

( KIciiuMitiiry Scienci' in nil' unuk's below the ICighth Krnde will lio urninKi'd at the firaiU' 
mootings during the yoar^ 

pAysiology. 

eighth grade. 
Special attention given to the following topics in text-book : 
Lessons on the human body, with special reference to health : (a) 
the bones, their functions; (//>) the muscles, their functions; (c) the 
skin, its functions, bathing, clothing; (c/) the digestive apparatus, 
organs and functions ; (.•) circulation, organs and functions, the 
blood; (y) respiration, organs and functions, ventilation; (^<^) the 
nervous system, organs and functions ^, the special senses, organs 
and their care. 




o 
o 

u 

O 



CHATTANOOGA PUBLIC SCHOOLS. 



97 



PLAN OF INSTRUCTION 

■ IN Form Study and Drawing. 



Prang's Complete Course. 



j First and Second Grades— twenty minutes daily. 
Time: J Ttiird, Fourth and Fifth Grades— thirty minutes daily. 

I Sixth, Seventh and Eighth Grades— three thiny-minute lessons per week. 



FIRST GRADE 

SECOND GRADE 

THIRD GRADh 

FOURTH GRADE 

FIFTH GRADE 

SIXTH GRADE 

SEVENTH GRADE 

EIGHTH GRADE 



Form Study and Clay Modeling. 



Drawing on Blackboard and Paper. 



Drawing Books i and 2. 



Drawing Books 3 and 4. 



Drawing Books 5 and 6. 



Drawing Books 7 and 8. 



Drawing Books 9 and 10. 



Blank Drawing Books. 



98 



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106 " ANNUAL REPORT OF THE 



THIRD GRADE. 
Teacher's Manual, Part 1. Drawing Books, 1 and 2 (Complete Course.) 



First Term, Book 1. 

First month, pages 1 to 8. 
Second month, pages 8 to 14. 
Third month, pages 14 to 20. 
Fourth month, pages 20 to 24. 



Second Term, Book 2. 

First month, pages 1 to 7. 
Second month, pages 7 to 13. 
Third month, pages 13 to 18. 
Fourth month, pages 18 to 23. 
Fifth month, pages 23 to 24. 



Book I. The three primary colors are used. Talk of crosses 
Tell some stories about them. 

Book 2. The three secondary colors. Teach blocking-in. 
(See page 89, Manual). 

Teachers must encourage taste in form and arrangement of 
decorative designs, as on pages 1 06-1 11, Manual. 

Give color lessons on page 24 of both books. Give lessons 
in color study, paper pasting and cutting and in matching colors. 
Cut and paste all paper patterns and save for future use 

Avoid teaching for dictation. Never give lessons without 
models. Talk and tell stories about the different objects and get 
pupils to do the same. 

FOURTH GRADE. 
Teacher's Manual, Part 2. Drawing Books 3 and 4 (Complete Course.) 



First Term, Book 3. 

First month, pages 1 to 8. 



Second month, pages 8 to 14. 
Third month, pages 14 to 18. 
Fourth month, pages 18 to 24. 



Second Term, Book 4. 



First month, pages 1 to 7. 
Second month, pages 7 to 12. 
Third month, pages 12 to 17. 
Fourth month, pages 17 to 23. 
Fifth month, pages 23 to 24. 

Book 3. Three tertiary colors used. Teachers must 
encourage taste in form and arrangement of decorative designs, as 
on pages 48-60 of Manual. 

Teach blocking-in and measurement. (See pages 41-47, 
Manual.) 

Book 4. Three tertiary colors used. Cut and paste the 
three tertiaries in their order on pages 5, 6 and 7. (See Manual.) 

Teach grouping of objects and blocking-in of group. Tell 
some history or legend of the Moors in the lesson of Moorish 
ornament. 

Give color lessons on page 24 of both books. (See Manual.) 

Make each cutting and pasting lesson also a color lesson. 

Cut and paste all patterns and save fcr future use. 

Avoid dictation. 

Never give lesson without models. 



CHATTANOOGA PUBLIC SCHOOLS. 



107 



Teacher's Manual, Part 3. 



FIFTH GRADE. 
Preliminary Manual, Book 2. Drawing Books 5 and 
6 (Complete Course.) 



First Term. Book 5. 

First month, pages 1 to 7. 
Second month, pages 7 to 14. 
Third month, pages 14 to 18. 
Fourth month, pages 18 to 24. 



Second Term, Book 6. 

First month, pages 1 to 7. 
Second month, pages 7 to 12. 
Third month, pages 12 to 18. 
Fourth month, pages 18 to 23. 
Fifth month, pages 23 to 24. 



Book 5. Tell the history of the Fleur-de-lis. Study the 
different styles from large blackboard drawings. 

Book 6 Give talk on ornament of the Twelfth Century. 

Do not dictate pages 2 to 7 or make any blackboard drawings 
to aid the pupils. 

Talk about Egyptians, their religion and architecture in 
connection with pyramids. 

Review color combinations. 

Teach the first simple rules in perspective. 

Encourage taste in decoration. 



Teacher's Manual, Books 



SIXTH GRADE, 
and 8. Drawing Books 7 and 8. 



(Complete Course. 



First Term, Book 7. 

First month, pages 1 to 6. 
Second month, pages 6 to 12. 
Third month, pages 12 to 18. 
Fourth month, pages 18 to 24. 



Second Term, Book 8. 

First month, pages 1 to 5. 
Second month, pages 5 to 10. 
Third month, pages lO to 17. 
Fourth month, pages 17 to 23. 
Fifth month, pages 23 to 24. 



Book 7. Teachers must give talks on Greek, Moorish and 
Gothic ornament. Construct paper models of basin, page 2, 
(D. B.) 

Book 8. Give talks on Greek and Egyptian ornament Con- 
struct paper models of cone and lampshade. 

Draw large and free at blackboard. 

Teacher must use solids to illustrate. 

No shading allowed. 

SEVENTH GRADE. 
Preliminary Manuals, 9 and 10. Drawing Books 9 and 10. (Complete Course.) 



First Term, Book 9. 

First month, pages 1 to 6. 
Second month, pages 6 to 14. 
Third month, pages 14 to 21. 
Fourth month, pages 21 to 24. 



Second Term, Book 10. 

First month, pages 1 to 5. 
Second month, pages 5 to 14. 
Third month, pages 14 to 20. 
Fourth month, pages 20 to 24. 
Fifth month, Review Books 9 and 10. 



Book 9. Teacher must give talks on Egyptian, Roman, 
Greek, Byzantine and Romanesque styles of ornament. 



108 



ANNUAL REPORT OF THE 



Book 10. Teacher must talk on Saracenine, Gottiic and 
Romanesque styles of ornament and architecture Also talks on 
arches, Greek vases and perspective. 

Make an object drawing on page 7. 

EIGHTH GRADE. 
Blank Drawing Books. 
Principles of construction, representations and decoration 
continued under the direction of the teacher. 

HIGH SCHOOL. 

Time : One Forty-tive Minute Lesson per Week. 
BLANK DRAWING BOOKS. 

Jwiior Class — Free hand perspective in outline, and light and 
shade from model and block casts. 

Middle Class — Light and shades from models and casts, both 
block and Round. Review of Historic ornament. 

Senior Class-^\J\^\. and shade in pencil, charcoal or wash. 
Models and casts. 



Music. 

The suggestions to teachers as given in the music books are 

so full and explicit that it is only necessary to give below the 

limits for each term. 

FIRST YEAR. 
First Term. — Book i, to page 30. 

Second Term. — Review work of first term, and complete the 

book. 

SECOND YEAR. 
First Term. — Review of Book i. 
Second Term. — Book 2, to page 30. 

THIRD YEAR. 
First Term — Review Book No. 2, and advance to page 48. 
Second Term. — Review advance work of first term, and com- 
plete the book. 

FOURTH YEAR. 

Fij'st Term. — Review Book 2, from page 48, and adv^ance to 
page 38, Book 3. 

Second Term. — Review Book, and advance to page 97. 

FIFTH YEAR. 
First Term. — Review Book 3, and complete the book. 



CHATTANOOGA PUBLIC SCHOOLS. 109 

Second Term. — Review from page 97, Book 3, and advance to 
page 30, Book 4. 

SIXTH YEAR 
First Term — Review Book 4, and advance to page 94. 
Second Term. — Review advance work of previous term, and 
advance to page 1 10. 

SEVENTH YEAR. 
First Term. — Review Book 4, from page 94, and advance to 

page 131. 

Second Term. — Review from page 1 10, and complete the book. 

EIGHTH YEAR. 
First Term — Review Book 4, entire. 

Second Term. — Glee Book, to page 18. 

JUNIOR CLASS, HIGH SCHOOL. 

First Term. — Review work of last term, and advance to page 
31, Glee Book. 

Second Term — Review advance work of last term, and finish 
the book. 

MIDDLE CLASS. 

First Term. — Review Glee and Chorus Book entire. 

Second Term. — Rook 5, easy selections. 

SENIOR CLASS. 
First Term —Book 5, continued. 
Second Term. — Book 5, completed. 



Chattanooga Manual Training School. 



FIRST YEAR. 
Spelling; Arithmetic, finished; Knglish Language, Structure 
and Use ; History of the United States ; American Classics; Study 
of Selections ; Elementary Physics ; Physical Geography ; Botany ; 
Drawing: — Free-hand from Objects, Instrumental, Penmanship; 
Tool Work : — Joinery, Carpentry, Wood-turning, Wood-carving. 

SECOND YEAR. 

Spelling ; Algebra, finished ; English Composition and Liter- 
ature ; Rhetoric; English History; British Classics ; Study of Se- 
lections; Chemistry; Botany; Drawing; Line Shading and Tinting 
of Flat Surface ; Development of Surface ; Isometric Projections ; 
Machine and Architectural. 

Tool-work . — Pattern Making, Moulding, Casting, Forging, 



110 ANNUAL REPORT OF THE 



Drawing-out, Upsetting, Bending, Punching, Welding and Tem- 
pering. 

THIRD YEAR. 

Spelling ; Geometry ; Plain and Solid ; Review in Mathemat- 
ics ; General History; Political Economy; Civics; Elements of 
physics ; Physiology ; Steam Engineering, with Lectures. 

Drawing : — Geometrical, Detail, Machine and Architectural, 
Perspective and Shadows. 

Tool- Work : — Metal-Work, Filing, Chipping, Fitting, Turn- 
ing, DriUing, Planing, Screw Cutting, Execution of Project. 



Manners. 



It is assumed in the Science of Education, that neatness and 
cleanliness, and indeed all the forms of outward refinement, as well 
as heart culture, keep exact pace with the march of intelligence ; 
if this is not true, education is a failure. 

With every increase in knowledge and development, there 
should be a corresponding improvement in the personal appearance 
— in the habits of neatness, cleanliness order, general demeanor, 
consideration of the rights and claims of others, etc. 

It should be the duty of the teacher to inculcate upon the 
minds of the pupils these ideas in a continuous and systematic way. 

To furnish some aid, I will give some black-board outlines that 
that are found in a little book entitled, "Lessons on Manners," by 
Edith E. Wiggin, which should be introduced as a Manual. 

During the First and Second Year Grades, the teacher must 
devise ways and means of instructing the little ones, but in the 
Third Year the Manual can be used regularly. 

THIRD YEAR. 
MANNERS AT SCHOOL. 

Entering and leaving room — Laughing at mistakes or acci- 
dents — Conduct if accidents occur — Treatment of new scholars — 
Conduct when visitors are present — Raising hands — Rights of 
property — Distributing and collecting materials — Conduct at look- 
ing-glass and drinking place — In relating occurrences, when to 
speak of one's self 

FOURTH YEAR. 
MANNERS ON THE STREET 

Why especially important — Noisy and boisterous conduct — 



CHATTANOOGA PUBLIC SCHOOLS. 



Ill 



Calling to any one across the street — Obstructing the sidewalk 
— Meeting and passing persons, crossing over and taking leave — 
Returning salutations— Carrying an umbrella — Eating in the streets 
— Throwing things on the sidewalk — Marking walls and fences — 
Looking at windows of private houses and pointing at objects — 
Staring at or laughing at infirmities — Answering questions — Offer- 
ing assistance — Incidents. 

FIFTH YEAR. 

MANNERS AT HOME 

Why most important of all— Politeness to parents — Politeness 
between brothers and sisters — Politeness to servants. Illustrated 
by story — Treatment of company — Grown up company — Callers 
and visitors — Young company. 

MANNERS AT THE TABLE. 

Promptness in coming to the table — When to be seated — 
Waiting one's turn to be helped — Beginning to eat before others 
— Asking for articles of food, how, when and where — Criticism of 
food on the table — Use of napkin, knife, fork and spoon — Haste 
in eating — Attention to wants of others — Conduct in case of acci- 
dents — Mention of unpleasant subjects — Use of toothpick — When 
and how to leave the table — Quietness of movement— Observance 
of table manners in others. 

SIXTH YEAR. 

MANNERS TOWARD THE AGED. 

Respectful treatment at all times — Mistakes in grammar and 
pronunciation — Attention to remarks and questions — Patience in 
repeating answers — What to talk of and to read to them — Waiting 
upon them and saving steps — Giving them the best seats— Helping 
them first at table— giving up seats in cars and public places to 
them — Never letting them feel in the way. 

MANNERS IN SOCIETY. 

Entering and taking leave — Removal of hat and care of wrap- 
pings — Various courtesies — Staring at or speaking of defects and 
infirmities — Treatment of accidents and mistakes — Whispering, 
laughing and private conversation — .Attention to one's dress or 
matters of toilet — Sitting still gracefully — Inattention to the com- 
pany we are in — Introductions — Giving proper titles — Attention 
in conversation — Illustration — Attention to reading or music — 
Looking over another's shoulder — Reading letters — Interest in 



112 ANNUAL REPORT OF THE 



what is shown us — -Asking questions of strangers— Contradicting 
statements — Doing our part. 

SEVENTH YEAR. 

MANNERS AT PLACES OF AMUSEMENT. 

PunctuaHty — Finding seats — Waiting with quietness — Gazing 
about and making criticisms — Talking and laughing — Story — Look- 
ing at watches and clocks — Applause — Doing fancy work — Court- 
esy to others — Time and manner of leaving. 

MANNERS IN STORES AND PUBLIC PLACES 

Shutting doors — How to ask for articles in stores — Making 
trouble for clerks — Handling goods — Finding fault with articles or 
prices — Courtesy to other customers — Courtesy to clerks — Conduct 
in the postoffice — Entering in crowds — Not waiting for others — 
Noise and rudeness — Visiting railroad stations — Two things to 
consider. 

MANNERS IN TRAVELING 

Politeness in the waiting room — Buying a ticket — Getting on 
and off the cars — Obtaining and occupying seats, — Offering seats to 
ladies — Leaving seats temporarily — Talking, laughing and eating 
— Taking a seat with another — Courtesy toward officials — Courtesy 
toward fellow travelers — Conduct if delays occur — Behavior at 
places of refreshment — A French boy's politeness in traveling. 



CHATTANOOGA PUBLIC SCHOOLS. 



113 



Course of Study of the Chattanooga High School. 







LATIN COURSE 


SCIENTIFIC COURSE 


ENGLISH COURSE 


CO 

o 

O 
1— 1 

t-J 


5^ 


Latin Reader 

Algebra 
Composition 
-■Book-Keeping 
*English Classics 


Latin Reader 
Algebra 
Book-Keeping 
Composition 


Algebra 
Composition 
Book-Keeping 
English Classics 


o 


Latin Reader Latin Reader 
Algebra Algebra 

.LIlrrHietory 1 J^-f^""" History 
■^English Classics Rhetoric 


Algebra 
Rhetoric 
English History 
English Classics 



Caesar 

Algebra 

General History 
■'English Literature 
'■'Botany 



Caesar 
Algebra 

General History 
Botany 



Algebra 

General History 
English Literature 
Botany 



Caesar 

Geometry 

General History 
'Higher Arithmetic 
'■'Civil Government 



Caesar 
Geometry 
General History 
Civil Government 



Geometry 
Higher Arithmetic 
Civil Government 
General History 



< 

o 


1 


Virgil 

Geometry 

Physics 
■■■Physical Geography 
■•■Astronomy 


Geometry 

Physics 

Physical Geography 

Astronomy 


Geometry 

Physics 

Physical Geography 

Astronomy 


M 
O 

1— I 

■!zi 

CO 


S 


Virgil 

Geometry 
Physics 
■■■Chemistry 
'■'Geology 


Geometry 
Physics 
Chemistry 
Geology 


Geometry 
Physics 
Chemistry 
Geology 



'•■■ Elective. 
Each pupil must take four studies. Of the two elective studies in each term 
of the Latin Course, any pupil may choose which one he will take. 



114 



ANNUAL REPORT OF TTtK 



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CHATTANOOGA PUBLIC SCHOOLS. \\^ 



List of Text Books Used in the Schools. 



PRIMARY AND GRAMMAR SCHOOLS. 
McGuffey's Reading Charts. 
McGuffcy's Revised First Reader, 
McGuffey's Revi.sed Second Reader. 
McGuffey's Revised Third Reader. 
McGuffey's Revi.sed Fourth Reader. 
McGuffey's Revised Fifth Reader. 
McGuffey's Revised Sixth Reader 
McGuffey's Revised Speller. 
Harvey's Revised Elementary Grammar. 
Harvey's Revised English Grammar. 
Long's Language Le,ssons, Part I. 
Knox-Heath's Elementary Lessons in English. 
Eclectic Geography, No. i. 
Eclectic Geography, No. 2. 
Mitchell's Outline Maps. 
White's Elementary Arithmetic. 
White's New Complete Arithmetic. 
Barnes' Brief Hi.story of the United States. 
Payson, Dunton and Scribner's Copy Books. 
Loomis' Progressive Music Readers. 
Loomis' Progressive Glee and Chorus Book. 
Martin's Human Body. 

American Text Books and Manuals of Art Education Prang. 

Web.stcr's Unabridged Dictionary. 

HIGH SCHOOL. 
Harkness' Latin Grammar. 
Harkness' Latin Reader. 
Harkness' Ca;.sar. 
Searing's Virgil. 
Robinson's Higher Arithmetic. 
LeConte's Geology. 
Clarke's Chemistry. 
Youman's Botany. 
Macy's Civil Government. 



116 



ANNUAL UKI'OKT OK THE 



Montgomery's English History. 

High School Algebra — Milne. 

Plane and Solid Geometry. — Stewart. 

Lockwood's Composition, Rhetoric and Literature. 

Avery's Natural Philosophy. 

Bryant and Stratton's Book-keeping. 

Maury's Physical Geography, Revised. 

Barnes' General History. 

SUPPLEMENTARY READING. 
Appleton's First Reader. 
Appleton's Second Reader. 
American First Reader. 
American Second Reader. 
Stickney's First Reader. 
Stickney's Second Reader. 
Stickney's Tliird Reader. 
Stickney's Fourth Reader. 
First Book of Ht)tany. 
Book of Cats and Dogs. 
Neighbors with Claws and Hoofs. 
Neighbors with Wings and Fins. 
Curious Flyers and Creepers. 
Friends in Feathers and Furs. 
Franklin's Life by Himself 
Child's Book of Health. 
Great Men and Gallant Deeds. 
Home Studies in Nature. 
How to Keep Well. 
Lady of the Lake. 
Noble Deeds of Our Fathers. 
Peasant and Prince. 
Swiss Family Robinson. 
Sea-Side and Way-Side, No. i. 
Sea-Side and Way-Side, No. 2. 
Sea-Side and Way-Side, No. 3. 
Stories of the Old World. 
Stories for Young Children. 
Tom Brown at Rugby. 
First l-)ook of Zoology. 



CHATTANOOGA PUBLIC SCHOOLS. WJ 



Rules and Regulations 

I'OK Til 10 

Government of City Schools of Chattanooga, Tenn. 

Adopted January 3, 1893. 



ARTK'LK J. 

OiyanixaHoii. 

Section 1. The Public Schools of Chattanooga .sliall consist of Hinh Scthoois, (inuniimr 
Schools, Primary Schools and Manual Training Schools. 

Sec. 2. The High Schools shall he dividi'd into three classes of one year each— .Junior, 
Middle and Senior. 

Skc. 3. The (Iraiiiiiiar Schools shall consist of four grades of one year each. 

Sec. 4. The Primary Schools shall consist of four grades of one year eacli 

Sec. 5. The Manual Training School shall consist of three chissiw, of one year each. 

ahtk;!.!': ii. 

ScliDtil }'('nr. 

SEc"rioN 1. Thi'scliool year shall he divided into iwo lenas. 

The first term shall begin on the lirst Mondiiy in Sc|ilcHibcr, and cuiitiiiue sixteen vvoeks. 
The second term sliall liegin on the lirst Monday after the liisl d;iy of .laiiuary, and continue 
twenty weeks. 

Sec. 2. The National Thanksgiving Day and the lirst day of May shall be considered as 
holidays. Christmas and Now Year are included in Ihe vacation at the eml of the first term. 

Sec. 3. For picnics, excursions, etc., on other days of the school term, during school 
hours, as well as absence for instruction outside of the schools, excuse must he obtained 
from the Superintendent. 

Sec. 4 A school month shall consist of twenty <lays. 

Sec. !>. The morning session shall commence at 'J o'cloidi and close at 12. 

The afternoon session shall commence at 1:30 and close at 4 o'clock. A re(;ess of fifteen 
minutes shall he allowed in each session, at a time designated by the Superintendent, who 
shall also have authority to change the time for each daily session, but shall not limit the 
number of hours taught to less than live hours daily, iin^luding the time allowed for recess. 

Sec. (). During the noon intermission, one room at least, and mor,e when necessary, 
shall be kept open at each building for the use of pu|)ils who, on account of di.stance and 
other just reasons, are obliged to remain ; and one teacher, at least, shall remain in charge. 
It shall be the duty of the Principal of each building to have charge of the execution of this 
rule, and to aiipoint the t(^aehers in rotation. 

ARTK'LK III. 
Adnumlon and Membcriihip. 

Section 1. All childrcii, residents of the city, who are hetwei'ii the agi's of (1 and 21, and 
who arc not otherwise dis(iiialitie<l, shall be entitled to attt'ud the Public Schools of the city, 
when furnished with the necessary hooks and other material requireil in their classes. 

Sec. 2. Kesidents over agi' may attend the Public Schools by paying %\..)() per month for 
Primary and Grammar grades, and 13.00 jx'r month for the High School grade. 

Sec, 3. Non-residents may attend the High School by jiaying #.S.O0 per month, provided 
there are ample accommodations. 

Sec 4. All pupils not proviilcd with pronuition cards will \tv required to pass an exami- 
nation in all the studies of the grade preceding that which they wish to enter; which 
examinations will be held by the teachers, under the .supervision of the Superintendent 
and Principals, at the various school buildings on the I<'riday before the ojicning of the 
schools. 

Sec. 'i. The yearly standing of pupils entitled to promotion sliall be as follows: Primaiy 



118 " ANNUAL REPORT OF THE 

grndes, iiverage 70 ; uo study less thau 50. Gnimnmr grades, avernse 75 ; uo study less tlian 
(■>0. High School grades, average 75 ; no study less than (10. 

Any pupil who at the elose of the year has attaiiuni an .-ivorage of S."> in scholar.ship and 
So in deportment, may be exeused from the linal examination. 

Sec (!. Every pupil who shall complete, in n satisfactory manner, one of the regular 
courses prescribed in the High School, and who shall pass all the examinations required 
therein with the standard degree of prollcicncy, shall receive from the Hoard a Diploma, 
signed by the President of the Board, and the Superintendent of the Public Schools. 

SKC. 7. No pupil atl'ected with any contagious disease shall be received or allowed to 
remain in any of the Public Schools. 

Sei'. 8. Pupils are retiuired to attend the school iu the district in which they reside, un- 
less transferred by the Superintendent, who alone has the power to make transfers from one 
school to another. 

Skc, 9. Male graduates of the (irammar Schools, who are nin under 11 years of age, may 
be admitted to the Manual Training School. For others the condition of admission shall be 
the same as to the High .^chool ; provided, that uo pupil under It years of age shall be ad- 
mitted. For uou-resideut pupils, tuitiou iu the Manual Training School is 87.'> for the tirsl 
year ; SlOO for the second year, and $125 for the third year. 

ARTICLE IV. 
Superintendent's Duties and Powers. 

Section 1. The Superintendent of Schools, under the advice and direction of the School 
Board, shall have general supervision of the schools. He shall, as often as his other duties 
will permit, visit each school, note the character of the iustructiou given and the modes of 
discipline adopted, point out the defects of teachers and suggest remedies, and see that the 
grade work and regulatious of the Board are faithfully followed. 

Sec. 2. It shall be his duty to acquaint himself with the latest and best thoughts on the 
philosophy and the art of teaching, and to recommend to the Board such changes iu the 
schools as shall be iu harmony with educational progress. 

Sec. ;>. He shall report to the Board at the elose of each school year, before the annual 
election of teachers, the standing of each teacher iu the schools as regards ability to teach 
and govern, progress of class, and punctuality iu attendance at scliool and teachers' meet- 
ings. 

Skc. 4. He shall meet the teachers as often as he may deem advisable, for the purpose of 
giving systematic instruction on the subject of teaching and governing their schools, upon 
the nature of the school system, and the best means of accomplishing its objects. 

Skc. 5. He shall have full authority to suspend teachers under his charge for neglect of 
duty, or for flagrant and persistent violation of prescribed rules: but shall iu each ease 
immediately notify the Committee on Teachers and salaries of his action. 

Sec. a. He shall assign the teachers their respective positions and duties. 

Sec. 7. He shall devote his entire time to the duties of his ofliee, and shall not engage in 
any other calling whatsoever. 

Skc. S. He shall examine into every ease of misconduct of pupils reported : shall cou- ' 
sider all cases of suspension reported by the the Principals ; aiul his decision shall be final. 

Sec. 9. He shall act as Chairman of the Board of Examiners for the anniial examination 
of teachers, and, when the applicant is worthy, shall grant a (."ertiticate, signed by the 
Superintendent and a majority of the Committee. 

Sec. 10. He shall keep a register containing an abstract of the statistical reports from 
the various schools, and at the elose of each year shall present the same, with a report of his 
own labors and such suggestions and information as he may deem proper, to the Board. 

Sec. 11. He shall appoint substitutes to till teu>pi>rary vacancies, in case the supernu- 
merary is already en\ployed, and shall report the same to the (.'ommittee on Teachers and 
Salaries. 

Sec. I'J. He shall keep himself and the Board informed of the school systems iu other 
cities and States ; the best methods of education adopted in theu\ .Vnd fiu- this purpose he 
shall inspect their schools and efteot a change of reports. 

Sec. 13. He shall organize the teachers of the Public Schools into a Teachers' NorunU 
Class, to meet on Saturday morning, as often as he nniy deem advisable, and shall report to 
the Board as often as required as to the character of work dime, attendance of teachers, or 
the failure of any to perform work assigned. 

Sec. 14. He shall keep a register containing the names of all applicants who have passed 
the teachers' examination, giving the name, age, order of Certificate, and such other infor- 



CHATTANOOGA PUBLIC SCHOOLS. 119 

mation as may be of importance. This register shall be open to the iiisijectioii of the 
members of the Board. 

ARTICLE V. 
Dutien of Principals. 

Section 1. I'riiicii)als .shall be immediately respon.sible to the Superintendent, to whom 
they shall make the report.s i>rescribed, or which may be required by hira from time lo time 
for his information, and shall meet with him for conference as often as he may <leem neces- 
sary. Regular meetings of the Principals will be held in the Superintendent's office every 
Friday night at 7 o'clock. 

Skc. 2. In addition to the work of instruction, the Princi])als shall see to the enforce- 
ment of the Rules and Regulations of the Board, and strictly carry out the directions of the 
Superintendent. They shall not establish any separate rules for the government of their 
schools, excei)t with the advice and consent of the Superintendent. 

Sicc. 3. They shall give advice and direction to teachers in any emergency, and shall 
promi)tly report to the Superintendent any deficiency on the part of the teachers and pupils. 
They shall, as often a.s practicable, examine the classes and satisfy themselves of the progress 
of the work in tlxe several grades. They shall endeavor to correct objectionable methods of 
discipline or instruction. They shall see that the teachers do not assemble in the rooms or. 
halls to discuss matters foreign to their work, and shall require that the teachers devote 
themselves .strictly and in a business-like manner to the interests of the schools. , 

Skc. 4. They shall have the direction and control of Vice-Principals and teachers in the 
management of their departments and classes, and may require them to remain after school 
for instruction and conference whenever necessary. 

Sec. 5. They shall promptly attend to all cases of misconduct reported to them by the 
teachers as beyond their control, carefully examine the facts in the Ciise, and advise and 
administer the appropriate remedy. In difficult cases they shall suspend the pupil from the 
privileges of the school and shall immediately notify the Superintendent, and the parent or 
guardian, of such suspension. 

Sec. 6. They shall personally supervise the Janitors in the performance of their duties, 
as the same may be prescribed, and report any neglect to the Superintendent. " 

Sec. 7 The Principal of each building shall beat the school building at least thirty 
minutes before the opening of the morning session and twenty minutes before the opening 
of the afternoon session. 

ARTICLE VI. 

Vice-Principals. 
Section 1. The Vice-Principal shall have full authority in the absence of the Principal. 
When the Principal is present the authority of the Vice-Principal is not different from that 
of any other teacher. 

ARTICLE VII. 

Duties of Teachers. 

Section 1. Teachers shall be in their respective school rooms at least twenty minutes 
before the opening of each session, morning and afternoon, and shall remain there until the 
opening of the school ; and teachers who are not present at the time prescribed shall report 
themselves tardy. 

Sec. 2. In every school shall be kept a register, in which shall be recorded the names, 
ages, dates of admission and places of residence of the ijupils, and names of parents or 
guardians; and in addition to this, other records, in which shall be entered the daily 
absence, tardiness, and dismissal of pupils, and such other notes of their class exercise as 
may exhibit their standing and advancement. 

."■iEC. 3. Each teacher Ishall pre))are and follow a program of daily exercises, a copy of 
which shall be kept in a cousijicuous place in the school room. 

Sec. 4. Teachers .shall be responsible for the neat appearance of the school room, furni- 
ture and pupils, and shall enjoin upon the la.st a strict confcjrmity with the usages of 
polit(mess and civility, 

Sec. .'). Absence or tardiness of pupils shall be promptly reported to the parent or 
guardian, in such manner as the Superintendent may direct. 

Sec. 0. Teachers shall be kind and courteous to their pupils, avoiding all api)earanQe of 
indiscreet haste in the method of discipline ; but at the same time shall require and enforce 
liroiiii)t oliedience and gocxl order. When the teacher's authority proves insufficient, the 
puj^il should lie at once referred to the Principal. 

Sec. 7. Teachers shall be reijuired to attend all regular an<l special meetings called by 



120 • ANNUAL REPORT OF THE 

the Superintendent : and no excuse for absence will be tillowed otlier than such as would 
justify absence from a regular session of their schools. Teachers will also be required to 
attend and participate in any public exercises ordered by the Board. 

Sec. 8. No teacher shall be allowed to permit or to introduce into the school, sectarian 
views in religion, or partisan or sectional views in politics. 

Sec. .9 Teachers shall not engage in any occupation which, in the opinion of the Board, 
will interfere with their duties as teachers. 

Sec. 10. Teachers shall not detain a pupil for more than five minutes after the morning, 
nor more than thirty minutes after the afternoon session; and in no case shall a pupil be 
deprived of recess. 

Pupils may enter the building twenty minutes before the opening of the school, and 
shall pa.ss quietly to their rooms. 

All pupils, on entering rooms, shall begin at once the preparation of some part of the 
day's work, having first deposited wraps, etc., in cloak rooms. 

ARTICLE VIII. 
Duties of Pupils. 

Section 1. Pupils are required to be regular and punctual in attendance; to devote 
their time to the proper duties of the school room ; to conform to the rules of the school ; to 
obey promptly and faithfully all directions of the teachers, and be courteous and respectful 
to them at all times. 

Sec. 2. ■ Pupils are required to be respectful in their deportment toward the other 
teachers of their^schools, as well as their own ; to be courteous in their language to one 
another, and to abstainfrom all oflFensive language in the school room and on the play ground. 

Sec. 3. When any pupil shall have been tardy twice in one week, or four times in one 
month, or when he shall have been absent two days in one week, or six days in one mouth, 
unless leave of absence has been obtained, or a satisfactory excuse from the parent or 
guardian is given, he shall be suspended until satisfactory excuse shall have been rendered 
to the Superintendent by the parent or guardian, and assurance given of greater punctuality 
or more regular attendance on the part of the pupil in the future. 

Sec. 4. The only excuse for absences or tardiness which will be regarded as valid, are : 

First — Illness of the pupil, or of some member of the family, requiring his presence at 

home. 

Second— Other causes of urgent necessity, rendering attendance or punctuality impossible. 

Sec. 5. Any pupil who shall leave school at recess, or at any time before the regular 
■'^our for closing, without the consent of his teacher, or who shall be guilty of truancy, shall 
not be permitted to re-enter his class until the parent or guardian has seen the Superinien- 
dent, and from him secured written permission for the pupil's reinstatement. 

Sec. 6. Pupils must walk quietly through the halls and up and down stairs, and not re- 
main in the halls or on the stairways at any time when their school rooms are open. They 
must refrain from conversation in the halls and on the stairways, and not go into rooms 
belonging to other grades without permission from the Principal. 

Sec. 7. Pupils who shall be guilty of injuring or defacing any of the school property 
shall pay in full for all damages ; and in default of such payment they shall be suspended 
from the school, and not allowed to re-enter without permission from the Superintendent. 

Sfc 8. While on the school grounds, pupils are expressly forbidden to throw stones, or 
any other missiles. 

Sec. 9. Profanity, falsehood, indecent language, and the use of tobacco on the school 
premises are strictly prohibited. 

Sec. 10. Pupils who have fallen behind their classes may be reduced to lower grades by 
the Principal, upon the recommendation of the teacher. Any pupil may be promoted at any 
time, upon the recommendation of his teacher and the Principal of the school, approved by 
the Superintendent ; provided that he can sustain satisfactory examination on all the studies 
of the grade from which he is transferred. But promotion will generally be made at the close 
of each term. 

Sec. 11. Pupils who leave school before the close of the school year shall not be allowed 
any preference in re-entering over new pupils; nor shall they be permitted to rejoin their 
classes until they have passed a satisfactory examination in the required studies. 

Sec. 12. Pupils shall submit to such punishment or penalties as may be prescribed for 
bad conduct. Should parents or guardians object to the infliction of corporal punishment 
upon their children or wards, such objection must be made known in advance to the Super- 
intendent, in writing; upon the infraction of any rule by such pupil, he shall be excluded 
by the Principal, at his discretion, and rein.stated only by the Superintennent. 

Sec. 13. When a pupil is suspended he forfeits his seat in the school room. 



CHATTANOOGA PUBLIC SCHOOLS. 121 

Sec. 14. Any pupil found using tobacco, on the school ground, shall be sent to the Su- 
perintendent, and by him sent to the Committee on Discipline. 

ARTICLE IX. 
Duties of Janitors. 

Section 1. The Janitors are under the immediate control and direction of their respect- 
ive principals. 

Sec. 2. They shall sweep each room, hall, stairway and out-huilding, and thoroughly 
du.st all furniture as often as the Principal may direct; provided that it is not required 
oftener than once a day. 

Sec. 3. They shall remove chalk dust every day from beneath the boards, and fasten all 
windows and doors at night ; keep walks clean and care for shade and ornamental trees ; re- , 
move paper and other rubbish from the yards, wash windows, remove marks and defacements 
from fences and walls when possible, and do such other work as the Board may direct. 

Sec. 4. They shall report without delay, of the Principal or Superintendent, any abuse 
to school property, on the part of pupils or other parties. 

Sec. 5. They shall scour or thoroughly cleanse all the floors of the building, at least 
once every school month. 

Sec. 6. It is expected of every Janitor that he will take special pride in keeping his build- 
ing and its surroundings clean and neat. 

ARTICLE X. 

Emploijment and Salaries. 

Section 1. All applications for positions in the schools shall be made in writing to the 
Secretary of the Board. 

Sec. 2. All teachers and janitors shall be appointed, and their salaries fixed by the Board. 

Sec. 3. No teacher shall be permanently employed without first obtaining a certificate 
of qualification from the committee of examiners. 

Sec. 4. Teachers shall hold their positions during the pleasure of the Board, and shall 
not be at liberty to resign without giving at least one month's notice of such intention. 

Sec. 5. All teachers, no matter what certificates they may hold, must be examined before 
the commencement of each school year, such examination to bo at a time and place specified 
by the board. 

When a teacher has secured a Certificate of the first order, such teacher will thereafter be 
required each year to write a thesis upon some topic relating to .school work, selected by the 
Superintendent, in lieu of examination 

Sec. 6. Whenever a teacher is temporarily absent through sickness or other necessity, the 
Supeaintendent shall have authority to fill the vacancy until the Board can take action ; the 
substitute receiving the compensation of the regular teacher for such time. 

Sec. 7. The teachers shall be paid monthly. 

Sec. 8. The compensation of teachers and janitors shall begin with the term of actual 
services and continue through the time for which they are employed. Provided that if any 
teacher is discharged or suspended by the Board, or resigns his position, or refuses to per- 
form the duties for which he is employed, his compensation shall cease from the date of such 
discharge or suspension, or the acceptance of such resignation, or such refusal of duty. 

Sec. 9. The Board may, for sufficient cause, suspend or discharge any teacher from service. 
Sec. 10. No married woman shall hereafter be elected or retained as teacher in any of the 
Public Schools of this city. This to take effect at the end of this year. 



;22 ANNUAL REl'ORl' OF THE 



Rules and Regulations 

OK 

The Board of School Commissioners. 



SiXTioN I. The officers of the Board shall consist of a Presi- 
dent, Vice President and Treasurer, who shall be members of the 
Board, and a Secretar)'. 

Sec. 2. The President shall preside over the meetings of the 
Board. He may call special meetings thereof upon notice to the 
members, and it shall be his duty to do so at the request of five 
members. He shall at the first regular meeting aiter his election, 
or as soon as may be thereafter, appoint the following Standing 
Committees, to consist of three members each, viz: 
I. Finance and Claims. 

n Buildings and Supplies. 

III. Teachers and Salaries. 

IV. Text Books and Course of Study. 
V. Rules and Statistics. 

VL Discipline. 
\TI. Visiting Committees. 

1. First District. 

2. Second District. 

3. Third District. 
IMontgomery Avenue School. 
Gilmer Street School. 
Manual Training School. 

He shall perform such other duties as shall from time to time 
be required. 

Sec. 3. In the absence of the President, or in case of his 
inability to act, his duties shall devolve upon the Vice President ; 
and- in the absence of both the President and Vice President, or 
their inability to act, a quorum being present the Board shall have 
the power to call any member to the chair and proceed with the 
regular order of business. 

Sec. 4. The Secretary shall keep a correct record of the 
proceedings and transactions of the Board, in a book prepared for 



CHATTANOOGA PUBLIC SCHOOLS. 123 

that purpose, and perform such other duties as may be required of 
him. 

Sec. 5. The Treasurer shall give bond in the sum of five 
thousand dollars, shall receive and report to the Secretary or other 
parties of whom moneys may be obtained, and pay out the same 
upon proper orders drawn upon him by the Secretary and approved 
by the President ; orders to be retained by him as vouchers. 

Sec. 6. There shall be elected by the Board a General Su- 
perintendent of Schools. Upon the General Superintendent shall 
devolve such duties as may from time to time be required. 

Sec. 7. The regular meetings of the Board shall be held at 
the City Hall, Chattanooga, on the first Monday of each month. 
Sec. 8. The officers of the Board shall be elected annually, 
by ballot, at the regular meeting thereof in January, or some sub- 
sequent regular meeting, a majority of the votes cast being neces- 
sary to a choice. 

Sec. 9. The incidental expenses of the Board shall be paid 
out of any levy made by the city for school purposes, in such a 
manner as may be determined at the time by the Board. 

Sec. 10. At the meetings of the Board, whenever a quorum, 
which shall be a majority of the Board, shall appear, the President 
shall take the chair, and the following order of business shall be 
observed : 

I. Reading the Minutes of the last meeting, and if no ob- 
jection be made, they shall stand approved and be signed by the 
President. 

II. Communications from the President. 
III. 1st. Report of the Superintendent. 

2d. Report of the Visiting Committees. 
3d. Buildings and Supplies. 
4th. Text Books and Course of Study. 
5th. Teachers and Salaries. 
6th. Finance and Claims. 
7th. Rules and Statistics. 
8th. Report of Special Committees, 
9th. Unfinished Business. 
lOth. New Business, 
nth. Adjournment. 
Sec. II. At the same meeting at which the officers of the 
Board are elected there shall be chosen by ballot four competent 



124 



ANNUAL REPORT OF THE 



persons who with the Superintendent shall constitute a Board of 
Examiners. The Superintendent and two others shall be a quo- 
rum for the examination. The Board of Examiners shall appoint 
a time and place for the examination of teachers, and give due 
notice, and, upon satisfactory examination of applicants, shall give 
certificate of competency. 

Sec. 12. Every proposition or resolution, except for adjourn- 
ment, submitted to the Board, shall be in due form, and, if de- 
manded, shall be in writing before it can be acted upon. 

Sec. 13. At the request of any member the ayes and noes 
shall be called on any question on which a vote is taken, the 
President always voting last. 

Sec. 14. All elections made by the Board shall be by ballot, 
and the majority of the votes cast shall be required to constitute 
an election. 

Sec. 15. In all cases of Standing or Special Committees the 
member whose name stands first in the order of appointment shall 
act as Chairman of said Committee. 

Sec. 16. If any members, in debate or otherwise, shall 
transgress the rules of the Board (Common Parliamentar}- Rules,) 
the President shall, and any member may, call him to order ; in 
wliich case the member so called to order shall immediately seat 
himself until permitted to explain. The decision of the President 
on the question of order shall be submitted to, unless the party 
appeals to the Board, when a decision shall be had without debate. 
If the decision shall be in favor of the member, he shall be at lib- 
erty to proceed, without leave, if against, and should the case 
require it, he shall receive the censure of the Board. 

Sec. 17. It shall be the duty of the President to impose a 
penalty upon any member of the Board violating any of the rules 
thereof. 

Sec. 18. These articles may be amended by a vote of the 
Board — two-thirds of the votes cast being necessary to a change 
or amendment. 

Sec. 19. No member shall, in debate or otherwise, be allow- 
ed to speak for a longer time than ten minutes nor more than one 
time upon one question, or subject, without the consent of the 
Board. 



CHA.TTANOOGA PITBLIC SCHOOLS. 



\2S 



ORDINANCES 

Pertaining to the Public Schools of Chattanooga, Tenn. 



Be it Ordained by the Board of Mayor and Aldermen of the City of 

CJiattanooga : 

1st. That there shall be a Board of Commissioners of Public 
Schools, to consist of two members from each Ward, who shall 
hold their office for two years and until their successors are duly- 
elected and qualified. 

2d. The election for the Commissioners of Public Schools 
shall be held at the first regular meeting of the Board of Mayor 
and Aldermen in December of each year, or as soon thereafter as 
the Board may decide, at which election one Commissioner shall 
be elected for each Ward, to hold his office for two years : Provided, 
that the first election for Commissioners of Public Schools shall be 
held at the second regular meeting after the passage of this Ordi- 
nance, or as soon thereafter as the Board may decide, at which 
time two Commissioners shall be elected from each Ward — one to 
serve until the first regular annual election for Commissioners suc- 
ceeding thereto, and one to serve until the second regular annual 
election for Commissioners succeeding thereto. 

3d. It shall be the duty of the Commissioners of Public 
Schools to have charge of all the school property in the city, to 
establish Public Schools, to regulate and provide for the same. 

4th. It shall be the duty of the Commissioners of Public 
Schools, on or before the first of May in each year, to prepare and 
present to the Board of Mayor and Aldermen a full estimate of the 
appropriations that may be needed for the succeeding school year, 
stating m detail— ^n-^ the estimates for the purchase of grounds 
and for the building of school houses ; second, the estimates for 
the maintenance and support of Public Schools. It shall also be 
their duty, at the close of each school year, to prepare and to pre- 
sent to the Board of Mayor and Aldermen a full exhibit of the 
receipts and expenditures for the year, with a report of any other 



126 



ANNUAL REPORT OF THE 



matter pertaining to the welfare of the schools as they may deem 
of public importance. 

5th. No purchase of property for the use of the Public 
Schools, or sales of any property belonging to the schools, shall 
be made, which in the aggregate shall exceed the sum of ^250, 
until a report of the same shall be made to the Board of Mayor 
and Aldermen and ratified by them. 

AMENDMENT. 

That ordinance No — be so amended as to provide that the 
presiding Mayor and the Chairman of the Committee on Schools 
for the time being, shall be and they are hereby made ex-ofificio 
members of the Board of School Commissioners of said Mayor 
and Aldermen. 

Ordinance No. 291 ; passed August 5th, 1879. 



Be it Ordained bv the Mayor and AldeJinen of Chattanoga : 

That Section 167, Chapter VHI, of Article VI of the Code, 
as compiled by F. L. Wells be, and the same is hereby amended 
by adding the following : 

Within thirty days from and after the opening of the Public 
Scholls, the Superintendent shall file with the Auditor a list of the 
names of all the non residents pupils in attendance, together with 
the amounts due the city, for tuition from each of said pupils ; and 
he shall revise said list monthly, durmg the school year, as changes 
may occur. And no non-resident pupil shall be allowed to attend 
the Public Schools of this city more than one week without having 
first obtained from the Auditor a receipt for tuition for the current 
quarter. 

Section 2. Be it further Ordained, That this Ordinance take 
effect from and after its passage, the public welfare requiring it. 

Passed August ist, 1895. 



CHATTANOOGA PUBLIC SCHOOLS. 127 



INDEX. 

PAGE 

Annual Report of Superintendent of City Schools 19 

Apparatus '51 

Change in High School Course of Study 22 

Commencement Exercise Extracts 23 

Columbus Day 47 

Classification of Pupils 53 

Conclusion .• 74 

District Areas 21 

Graduating Exercises 27-28 

Program Chattanooga High School 1893-2-1 29-30 

Program Howard High School 1893-2-1 31-32 

Meetings 58 

Grade Meetings 59 

Principal's Meetings 60 

Teacher's Meetings 59 

Manual Training 57 

Music Books 51 

Overcrowding in Grades 21 

Obituary 63 

Preparation of a Course of Study 52 

Promotion 54 

Physical Training > 57 

Principals 62 

Eeport of the High School 33 

Report of First District 35 

Report of Second District 37 

Report of Third District 40 

Report of Supervisor of Music 41 

Report of Howard High School 43 

Report of Montgomery Avenue School 44 

Report of Gilmer Street School 43 

Scholastic Census 19 

Teachers 61 

Tables- 
Enrollment and Attendance for Year Ending May 19, 1892 67 

Enrollment and Percentage of Attendance in Schools 1891-2 72 

Expenditures 1891-2-3 70 

Enrollment for First Month. 1892-3, by Ages 68 

Enrollment for First Month, 1892-3, by Grades 68 

Name, Dimensions, Value, Location of School Buildings, etc 69 

Receipts from High School Tuition • 70 

Summary of Statistics for Years ending 1892-3 71 

Scholastic Census for 1893-2-1 66 

Board of Education, 1893-2-1 4 

Members of the Board 4 

Officers of the Board 4 

Board of Examiners, 1893-2-1 5 



128 



ANNUAL REPORT OF THE 



Course of Study — page 

Arithmetic 77 

Drawing 97 

Geography 02 

History 95 

High School Course of Study 113 

High School Program ". 114 

Language and Grammar • 85 

Natural Science 96 

Manual Training Coui-se of Study 109 

Music 108 

Reading and Spelling 80 

Writing 90 

Diagram of City Wards -. 76 

List of Text Books 115 

Names of Soluiol Commissioners who served prior to 1890 8 

Ordinances IVrtaining to Schools 125 

President's Report 17 

Rules and Regulations for !-«chools 117 

Rules and Regulations for Commissioners 122 

School Directory 3 

Assembly Rooms of the Board of Education 3 

Office of Superintendent and Secretary 3 

Hours of Superintendent and Secretary ' 3 

School Begins . . 8 

Annual Term 3 

Vacations and Holidays 3 

Daily Sessions 3 

Principal's Meetings 3 

Teachers' Normal Class 3 

District Teachers' Meetings 3 

Standing Committees for 1893 — 

Finance and Claims 5 

Buildings and Supplies 5 

Teachers and Sal aries 5 

Text Books auA Coui-se of Study 5 

Rules and Statistics 5 

Manual Training 5 

Discipline 5 

Teachers for 1891-2-3 9 

Telephones 128 

Visiting Committees 5 

Fii-st District 5 

Second District 5 

Third District 5 

Gilmer Street School ; 5 

Montgomery Avenue School 5 



Telephones. 



The Superinteudent's office is connected by tolophono with each of the scho<U buildings. 
The only school telephone ooniioctod with the city contra! office is the one in the Superin- 
tondoni's office. .\uy urgent ines.-jage can be sent "to the school buildings, however, by call- 
ing up 567 vSuperiuteudent's office) and asking that the message bo transmitted. 



oci 10 lyou 



LiBRftRY OF CONGRES*: 

021 507 ffP^\ 



